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 CHICQ STATE NORMAL SCHOOL 
 
 BULLETIN No. 6 
 
 GEOGRAPHY 
 
 FOR THE 
 
 FIFTH AND SIXTH GRADES 
 
 A COURSE OF STUDY 
 
 AND 
 
 TEACHERS' MANUAL 
 
 c 
 
 
 - C 
 
 i.U: '•■ 
 
 C. K. STUDLEY 
 
 Supervisor of Geography, Chico State Normal School 
 
Copyright 1913 
 C. IC Studley 
 
CHICO STAl'E NORMAL SCHOOL 
 
 BULLETIN No. 6 
 
 GEOGRAPHY 
 
 FORTHE 
 
 FIFTH AND SIXTH GRADES 
 
 A Course of Study and Teachers' Manual 
 
 BY 
 
 C. K. STUDLEY 
 
 Supervisor of Geography^ Chico State Normal School 
 
 Printed at State Printing OflSce, Friend Wm. Richardson, Superintendent. 
 
(tiS 
 
 s^^ 
 
 I 
 
 1 
 
PREFACE. 
 
 In the fifth grade we are ready to take up in detail those things imme- 
 diately around us and thus finish the foundation for future work no 
 matter what the locality. 
 
 After the home region it is as easy to follow one sequence as another 
 and many times easier to follow a text than to set up an arbitrary 
 sequence and try to adapt the text to suit its needs. Since following the 
 text solves many difficulties and offers few obstacles, the reasonable thing 
 to do is to follow the book that has been prescribed and make the best of 
 it by adding to or taking from it as the case demands. The adding to it 
 can best be done through many of the excellent supplementary readers. 
 
 As there are many things thrown into a description of any region for 
 the sake of making it as complete as possible it becomes necessary for the 
 teacher to select and evaluate the different topics. Some are worth 
 practically nothing while the others are of the utmost practical impor- 
 tance. It is not an easy matter to say offhand just what is to be kept in 
 and what is to be left out unless one takes a certain standard and judges 
 all topics and details of content by that one standard. If that is to be 
 done, the only legitimate standard wdll be the standard of use. Of what 
 use is it or of what use will it be? This is the question that must be 
 answered. If the point will not defend itself when analyzed thus it must 
 be rejected as a minor point. Those things will be important that are of 
 value in the everyday walks of life and not those that serve only a special 
 purpose. 
 
 Since each teacher has several subjects to teach and consequently has a 
 relatively small amount of time to be given to each subject she does not 
 have the time to go through the entire course in geography to evaluate 
 the various topics. It is deemed advisable, then, to go through the course 
 with her and suggest the value that each topic bears to the whole course 
 so that she may, at a glance, see what may be a proper proportion of time 
 to be given each topic. It can hardly be hoped that the standards set up 
 here are absolutely accurate in every case, but they are at least approxi- 
 mately correct, so that those who follow the course can easily make the 
 necessary allowance one way or the other and soon have it adjusted to 
 their ideas. 
 
 It is necessary to make such evaluation since most text-book writers are 
 more or less indiscriminate in treating the topics. Few seem to take the 
 
 379649 
 
time and trouble to answer for themselves the question ''Will this be used 
 in after life?" or, *'Is it used by the general run of educated people?" 
 The test of use should determine the time valuation in all cases. We 
 must not, however, confuse the use from a cultural standpoint with use 
 from a financial standpoint. From the latter few things would remain in 
 the curriculum to be taught, but from the standpoint of the former the 
 field is a much broader one and it is this interpretation that has been 
 placed upon the selection of the material that follows. 
 
 In the Appendix will be found such special items as are referred to in 
 the course of this Bulletin, such as, How to make touch paper, How to 
 make a paper windmill and Elementary Study of Weather Maps. 
 
 The numbering of the divisions and topic headings are the same as are 
 used in the State Series Introductory Georgraphy, and in addition to this, 
 reference is made to the pages in the above where the topics may be found 
 in case the teacher needs it for cross-reference. 
 
 (4) 
 
CONTENTS. 
 
 PART I. 
 
 Page. 
 
 Home Geography 7-26 
 
 Introduction 7 
 
 Soils i 9 
 
 Hills ;12 
 
 Mountains 14 
 
 Valleys 15 
 
 Rivers 17 
 
 Ponds and Lakes 19 
 
 The Ocean 21 
 
 The Air 22 
 
 Industry and Commerce 23 
 
 Government : 24 
 
 Maps 25 
 
 PART I[. 
 
 The Earth as a Whole 27-63 
 
 Minimum Book List 27 
 
 Complete Book List 27 
 
 Form and Size of the Earth 29 
 
 Daily Motion of the Earth and Its Results 30 
 
 The Zones 30 
 
 North America 31-43 
 
 The United States 31-40 
 
 New England 31 
 
 Middle Atlantic States 32 
 
 Southern States 34 
 
 Central States 36 
 
 Western States 37 
 
 Alaska 40 
 
 Canada and Other Countries North of the United States 41 
 
 Countries South of the United States 42 
 
 South America 43-44 
 
 Europe :— 44-52 
 
 Great Britain 45 
 
 Norse Countries 46 
 
 The Russian Empire 47 
 
 Germany 48 
 
 Holland 48 
 
 Belgium » 49 
 
 France 49 
 
 Spain and Portugal _ 49 
 
 Italy ^^^ 
 
 Switzerland ^1 
 
 Austria-Hungary 51 
 
 (5) 
 
CONTENTS. 
 
 PART II— Continued. 
 
 Page. 
 
 Greece 51 
 
 Turkey 52 
 
 Asia 52-57 
 
 Southern Asia 52 
 
 Siberia 53 
 
 The Chinese Empire and KoRfeA 54 
 
 Japan . 55 
 
 India and Siam 56 
 
 The Dark Continent 57-59 
 
 Northern Africa 57 
 
 Central Africa : , 58 
 
 Southern Africa 59 
 
 Australia, East Indies and Pacific Islands 59-61 
 
 Austi^alia 60 
 
 The East Indies 60 
 
 Philippines 60 
 
 Islands of the Pacific 61 
 
 California 61-63 
 
 Reviews i ^ 68-80 
 
 Appendix '. 81 
 
 (6) 
 
PART I. 
 
 HOME GEOGRAPHY. 
 
 Introduction. 
 
 Any one who has given the subject much thought knows the difficulty of 
 writing a text-book in Home Geography, because each region has its own 
 particular surroundings ; each community has its own particular makeup 
 and popular customs; each school its own particular problems, many of 
 which cannot be foreseen and especially by any one outside of the school 
 itself; 
 
 Since schools are made up of the children of parents in all vocations 
 and in all sorts of conditions of advancement, the knowledge that the 
 pupils possess will vary from school to school, and in fact from year to 
 year in the same school. This will necessitate a slight readjustment in 
 the text-book from place to place and from year to year in the same place. 
 For some localities it will be useless to emphasize certain things that are 
 so common that not a shadow of a doubt remains as to whether or. not the 
 children have seen these things and know them thoroughly. To give 
 several lessons on a subject already familiar to them and not bring in new 
 material to supplement the old, is apt to get them disinterested and to 
 brand the geography work from the start as a bore. So when home 
 geography does not awaken the interest it should or does not drive home 
 the information desired, it is not the fault of the writer of the book used, 
 but more often the fault of the region and the community for not being 
 like every other region or community. Then, too, the teacher may well 
 look to herself for a part, at least, of the explanation as to why they are 
 not interested in the most essential as well as the most interesting of all 
 geography. 
 
 Home geography is essential because it is to serve as the foundation 
 upon which all the future work in geography must be built. In it the 
 child is to obtain the tools, so to speak, by means of which he is to be 
 enabled to pry into the work of the future and understand the meaning 
 of the various phases of geography work and their relation to himself as 
 well as to the entire world. It is through it that general geography is to 
 be made a real live subject with an interest as keen as the interest in the 
 things of his everyday life. Without this foundation he is at a disad- 
 vantage in all of his future Avork because he does not possess those 
 experiences to which he may turn for comparison and consequent enlight- 
 enment in those things which he has never seen but which may be similar 
 ta those immediately surrounding him and about w^hich he should know 
 a great deal. 
 
 How simple would be the teacher's work if regions and people were 
 alike the world over ! One would need to studj^ just his own surroundings 
 
 (T) 
 
and dismiss the subject from his mind as being completed. Under such 
 conditions there would be little need of a teacher. But since it is true 
 that things are so unlike in many ways there will ahvays be use for the 
 skilled teacher. The teacher must take this generalized home geography 
 text and work it over to suit the needs of her particular locality and also 
 the needs of the class at hand so that there will be no loss of time in going 
 over details already learned. At the same time she must be careful not 
 to omit any essential detail that is not thoroughly understood. This 
 means that the task of teaching the geography of the schoolyard and 
 surrounding country is by no means a simple one if it is to be done 
 properly. Furthermore, the complete adjustment of the text-book to suit 
 the region requires a lot of extra time, and where the teacher has many 
 other subjects to teach there is not sufficient time for the proper prepara- 
 tion for the work. But with this adjustment already made (except in 
 minor details) the task for the teacher should be no more difficult than in 
 any other subject in the school. In fact after the first time over it should 
 be much easier than in a subject where the teacher is left to her own 
 devices. 
 
 It is for the purpose of making this adjustment that this Bulletin is put 
 forth. The emphasis has been placed on those parts that seem to be the 
 most important and some details added where it was thought advisable 
 to do so for the sake of presenting the subject in its true relation to man. 
 Suggestions as to possible experiments, models and pictures have been 
 made, so that on reading it over the teacher will readily see what is needed 
 and where it is best introduced. Thus the teacher will have ample time 
 to perfect the details of her instruction and still not be overburdened with 
 the geography work. 
 
 The first thing that the teacher must realize is that home geography is 
 the study of the region immediately surrounding that particular school- 
 house. The little hill back of the schoolhouse, the creek that flows 
 through the adjoining field, the puddles of water that collect during a 
 rainstorm, and the very soil of the playground as well as that of the 
 surrounding fields; these are the things that she is to teach as types of 
 what is to be found the world over ; and not the Alps, the Amazon River, 
 the Mediterranean Sea, or the Loess of the Mississippi Valley. First of 
 all, then, teach what can he seen, handled, or made iii any legitimate way to 
 serve as a basis for future development. 
 
 It is not the purpose of this Bulletin to find fault with the subject 
 matter or the arrangement and treatment of the same in the California 
 State Series Introductory Geography. No writer ever hopes to write a 
 text-book that will serve all possible needs on any other subject, much 
 less does he hope to be able to write a complete treatise on home geography 
 and at the same time confine it to a few short pages. The aim is to point 
 out the fact that the book as it stands is not suited to all possible needs, 
 and to try to show how this can be made to fit the California school much 
 better by a process of judicious pruning and engrafting. That is, if you 
 see that your class does not need all that is given in a particular part, 
 drop out what is not needed ; or if another part seems to be wanting in 
 
 (8) 
 
some particular, add the things that are needed to adapt it to the neighbor- 
 hood and to complete the foundation so it will be -the best possible for 
 future development. Care should be taken to develop the subject in such 
 a way that the pupils will connect one part with the other and thus get 
 a general picture of the whole. 
 
 What follows is an attempt to adjust this part of the Introductory 
 Geography to fit one locality at least and in that way it will be easier for 
 the teacher in each locality to apply it directly to the problems at hand. 
 All of it will apply directly to a great many districts and the greater part 
 will apply to all of them. Thus all that is left for the teacher is to alter 
 it in a few places and let the remainder stand. The outline of each section 
 in the text-book is given here in the form of marginal topics. These are 
 mainly for the guidance of the teacher in giving the subject so that she 
 may see the relation of the questions to the material in the text-book. 
 
 A few simple cuts have been introduced from time to time so that the 
 teacher may see the use of making rough sketches on the blackboard. 
 These cuts are all from photographs of actual blackboard drawings. They 
 are not intended as works of art, but are intentionally simple so as to 
 encourage the teacher who has had little or no training in art work. 
 What is desired is to present the main ideas and leave out of consideration 
 the mass of detail that would only serve to confuse and detract from the 
 main points. Any teacher can produce a blackboard drawing that will 
 be far better than a word description of the same thing. 
 
 The teacher who can produce a drawing and at the same time explain 
 it to the class is not only doing an excellent bit of teaching but is also 
 economizing time in at least three ways, viz: (1) a picture or drawing 
 presents an idea in much less time and in a clearer manner than a word 
 description; (2) the ideas are developed as the picture is being produced, 
 thus rendering the image more complete and consequently more lasting; 
 (3) it saves the time that would be used in drawing the picture before- 
 hand. 
 
 The teacher will find on pages 63 to 80 a systematic review consisting 
 of the points that should be so well taught and reviewed that the class will 
 remember them after they have passed beyond these grades or even into 
 the life outside of the school. These points are the ones that have been 
 given each day and are so arranged that they can be easily handled by the 
 teacher. By recasting the associations they can be made to present an 
 ever changing aspect with the same final result. The method of handling 
 this review is given on page 63. 
 
 I. SOILS. (Three days.) 
 
 To teach this section properly it will be necessary to have the following 
 materials at hand for use as the lesson progresses. The teacher can save 
 herself work and at the same time awaken the interest of the children in 
 the subject by asking them to bring these materials. For example, one 
 
 (9) 
 
will bring a piece of glass, another a cupful of sand, etc. Let them do for 
 themselves and see how happy and interested they become. 
 
 A small vessel of dirt from the school yard. 
 
 A piece of glass. (Broken window glass will do.) 
 
 A common pin. 
 
 A small amount of sand. It is best if it contains some white sand. 
 
 A few bright nails and some rusty ones. 
 
 Several pieces of ordinary stone. (Those common to the region.) 
 
 A piece of decayed wood, and a piece of the same kind of wood that 
 is not decayed. 
 
 Place these materials on a table or box so they can be easily found as 
 needed. In questioning a class where experiments are being used as a 
 means of instruction it is best to state the question before calling on any 
 individual, as it is more apt to keep the mischiefmaker on the alert for 
 fear that he may be called upon. Even if there is no danger of this sort 
 of thing, it will be found that interest will be keener if there is a little room 
 for conjecture as to whose turn it will be next. The addition of names 
 to the questions must of course be left to the teacher, so the following 
 contains no names of this sort. Proceed with the lesson according to the 
 following plan : 
 
 1. Materials needed for this lesson : 
 
 The small vessel of dirt from the school yard. 
 
 A common pin. 
 
 A piece of glass. 
 
 Some common rock powdered up. 
 
 General aim.— To teach soils, and their origin and characteristics, and 
 show the dependence of life upon these soils. (One day.) 
 
 Lesson aim.— To learn what soil is and what its source is. 
 
 METHOD OF PROCEDURE. 
 
 Soil.— How many have ever played in the dirt? Have any of you ever 
 heard your fathers call it by another name? (If not, state that some 
 people call it soil.) Could you call the dirt in the school yard soil? 
 
 Source of soil.— Did you ever try to think how soil is made? Here is 
 some soil that came from the school yard. Rub some of this soil between 
 your forefinger and your thumb. How does it feel? The gritty feeling 
 is caused by the little particles of soil rubbing against each other. I will 
 now rub some of this dirt over a piece of window glass. Do you hear 
 anything peculiar ? What do you think it is ? Look at the glass. What 
 do you see? (Point out any scratches that may be present if they are 
 unable to see them for themselves.) Try to scratch the glass with this 
 pin. Does it make a mark ? Are the particles of the soil harder or softer 
 than a pin? Than the glass? Look at the sand carefully. What does it 
 look like? Here is some rock that I have pounded up quite fine. Look 
 at it. What do you see? How is sand made? Look at this soil. What 
 
 (10) 
 
do you see ? Does it look like sand? Does it look like the rock I pounded 
 up? Where does sand come from? Where does the soil come from? 
 Of what is dirt made ? 
 
 Conclusion.— To-day we have learned that soil and dirt are names for 
 the same thing and that it contains small sharp-pointed particles that are 
 harder than glass. 
 
 Problem.— Next time we are going to see how different things help to 
 break up the rocks of the earth's surface and make them into soils. 
 
 2. Materials needed for this lesson : 
 Two pieces of common rock. 
 
 A piece of solid wood and a piece of decayed wood. 
 Some rusty nails and some bright ones. 
 A piece of porous rock. 
 
 Aim.— To teach some of the means by which soils are formed and show 
 that all soils have solid rock beneath them. 
 
 (Give brief review of the principal points of last lesson.) 
 
 Formation of soils. — Let us see what happens when we rub these two 
 rocks together. What is formed? Does it look like sand? Does it look 
 like soil? Streams in rolling rocks down their beds rub them together in 
 much the same way. Here is a piece of pine. (Or any other wood. Hold 
 up a piece that is sound.) Here is another piece. (Hold up a rotted 
 piece of the same kind of wood.) What has happened to this one ? Here 
 are some nails I found out of doors. Are they the same as these new ones ? 
 (Holding up a large picture of a cliff showing broken rock material or 
 having them refer to the picture on page 3. If there is a cliff within 
 reach of the schoolhouse have them visit it and learn these things from it.) 
 Notice the rock in this picture. (Or cliff.) Do you see any evidence of 
 decay? What is it? Notice the cracks? What caused them? What 
 happens when water freezes in a pitcher or water pipe? (A piece of 
 porous rock.) If these holes in this rock were filled with water and the 
 water frozen what would happen? That is what often happens. (If the 
 picture is obtainable the following may be used, otherwise it must be 
 omitted or changed. If there is an example of such a thing within reach 
 use it instead of the picture.) 
 
 Plants and earthworms.— Here is a picture showing how the roots of a 
 plant have pried off a large piece of rock. See how decayed it looks. 
 Have you ever noticed little piles of dirt, about a thimbleful, on top of the 
 ground just after a rain? What caused them to be there? In what ways 
 are rocks broken? 
 
 Soil mantle.— Look at the picture on page 5 of the State Series Intro- 
 ductory Geography. (Visit such a place if possible.) What is on the 
 surface of the earth near the pond? Why does it grow there? Where 
 do you see the smallest rock particles? Where do you see the solid rock? 
 What can you say of the size of the rocks as you go down from the sur- 
 face ? Why is soil deeper in some places than in others ? If we were to 
 
 (11) 
 
dig deep enough out in the yard what would we find? (They may say 
 water, but this may be found before they get to solid rock.) Did you 
 ever see the men dig a well? Did they strike solid rock? To-morrow 
 we will see how soils are useful to man and all other living things, 
 
 3. Aim.— To show how soils are useful to plants, animals and conse- 
 quently to man. (One day.) 
 
 Review previous Lesson. 
 
 Uses of soils.— (Refer to any rocks in the neighborhood and proceed.) 
 Did you ever see grass growing on a smooth rock? Why do we need 
 grass? Why do you eat? What does a plant eat? (Answer it if they 
 are unable to do so.) What else besides plant food is needed by the 
 plants? Is there any plant food in this rock you have broken? Let us 
 answer this question by planting some beans in it and w^atching to see if 
 they will grow. We will have to give them a little water from time to 
 time. Do dogs and horses eat the same thing? Do birds eat the same 
 things that dogs and horses do ? Do you ? Do you think that all plants 
 eat the same thing? Since they do not we will find different kinds of 
 plants in different kinds of soils. (Have the children bring in as many 
 different colored soils as possible and also the plants or some of the plants 
 that grow in them.) Here are pieces of rocks, I found outside, pounded 
 up fine. (Have as many different kinds of rocks as you can handily.) 
 Do they look alike? What causes the differences in soils? When the 
 leaves fall from the trees, what becomes of them? Where does the 
 decayed material go? It contains certain plant food. Why would you 
 want to put decayed leaves on the garden? What is fertile soil? What 
 is sterile soil ? If plant food is taken from fertile soil and none is returned 
 to it, what will finally happen? How could it be made fertile again? 
 Why do people put fertilizers on their lawns? 
 
 A review of this chapter may be given, but this will usually not be neces- 
 sary, for the children will have most of the information already and the 
 first time over will really be a review. 
 
 Refs. — Fairbanks, Stories of Mother Earth; The rock floor, pp. 17-21; How 
 soil is formed, pp. 23-29 ; A handful of sand, pp. 31-36. 
 
 II. HILLS. (Two days.) 
 
 If the school is located, as most California schools are, among rolling 
 hills or where there are hills within easy reach of the school, it is safe to 
 assume that the pupils are quite f amilier with the greater part if not all 
 of the subject matter of this section. Even in those districts free from 
 elevations and slopes (of which there are exceedingly few) of any great 
 degree the children may have seen hills and have walked and run over 
 them enough to know a great deal about them. If so, much of the work 
 of the first time over will be a review. 
 
 Time is valuable. — Give enough but not too much time to drill. There 
 should be enough time spent upon a certain portion so they will retain it 
 till the next review is given. 
 
 (12) 
 
Materials.— Large shallow dish of some sort, a piece of 6-inch board (or 
 wider if the dish will permit) about a foot long, some dirt from the yard, 
 a sprinkling pot of water, or oyster can with small holes in the bottom 
 and a dipper of water. 
 
 This lesson can be given during a rainstorm, or just after it, to the best 
 advantage, or, if the teacher has a garden hose with sprinkling nozzle and 
 a convenient faucet to which it may be attached, the playground where 
 there is no grass may be sprinkled to represent a rainstorm. Ask the 
 questions while the children are watching the rainstorm (either real or 
 artificial). If neither of these is available, put some dirt on the 6-inch 
 board, pat it down in such a way that it is somewhat irregular on the 
 surface, let one end rest in the shallow dish in such a way that it slopes 
 gently. 
 
 Fonnation or origin of hills.— What have I on this board? What other 
 name did we learn for it in the last chapter? What did we find beneath 
 all soil? (Sprinkle the dirt lightly.) What happens when I sprinkle 
 this soil lightly with water ? Since this soil is from the yard, do you think 
 that the rain would act the same way? How far could the water soak 
 into the ground? What does the board represent? (Rock.) (Sprinkle 
 heavily by pouring water into the can and letting it sprinkle over the dirt 
 on the board.) (Sprinkle heavily enough that the water collects in 
 puddles and some of it runs down into the pan. Make a little streamlet 
 of it if possible.) What happens when it rains hard? Does all of the 
 water run off ? Is the water clean after it reaches the pan ? What makes 
 it muddy? If you had a number of little streams like this one and could 
 run them all together what would it form? (Brook or creek.) Would it 
 carry much mud during a rainstorm? Is this soil level? Is the school 
 yard level? How do you know? Does this resemble the school yard 
 during a rain? Does it resemble the field yonder? Then if heavy rains 
 were to fall on those fields for a great many years what would happen? 
 What do you call the places from which the water runs quickly? 
 (Ridges.) What is this between these ridges? If these ridges were large 
 like the one out in the field, what would you call them? How are hills 
 formed? (They should be able to reason this out from w^hat has been 
 done and from reading the text.) (Ask questions in text referring to 
 height and length of hill. See Figue 10 in State Series Introductory 
 Geography.) (Omit section on temperature of hill.) 
 
 Homes.— Would you rather live on low ground or on a hill? Why? 
 What is a swamp ? Would you like to live in a swamp ? If you had to 
 live in a low place, how could you keep it dry? If you were standing on 
 the school ground could you see as far as you could if you were up in the 
 top of that tree ? Why did people build castles on hill tops ? Is it easier 
 to walk on the level ground or on a hillside ? What other reason is there ? 
 Why do people like to live on hills at the present time? 
 
 (13) 
 
III. MOUNTAINS. (Six days.) 
 
 Begin your daily reviews. See pages 63 to 80. 
 
 The work of this section is hased upon the study of the hill so far as 
 feasible. Consequently, a part of it will be merely an expansion and 
 broadening of what has been given in the last chapter ; the remainder will 
 be new material and must be developed as such. Of course the same 
 things apply here as before in regard to parts already familiar to the 
 members of the class. 
 
 The work may be given at any time if there are mountains near the 
 school or that may be easily seen from the schoolhouse. Otherwise it is 
 best to begin it at a time when there are cloud banks in the sky so that 
 the various features in the clouds that resemble mountains may be pointed 
 out as suggested in the first paragraph. It is advisable to have pictures 
 of mountains to refer to and also the model of figure 17 as suggested in 
 the text. A picture will show not only the relative size of a mountain 
 but also many of the characteristic features. 
 
 Similar to hills.— How many of you have ever seen a hill? Where did 
 you see it? What did it look like? How many have seen a mountain? 
 Is it like a hill? If a hill were to grow would it be a mountain after 
 a while? If we call the hill a kitten then the mountain will be tjie old 
 cat. What does that mean? Are the cat and the kitten alike? How? 
 How do they differ ? Are the mountain and the hill alike ? How ? How do 
 they differ ? Let us not answer this just now but a little later. Look at the 
 mountain yonder. (Or the cloud bank, or the picture. If the latter is 
 used, call attention to the size of the mountain as compared to the size of 
 some common object in the picture.) Do you see that point sticking up 
 higher than the rest of the mountain? What is it called? Can you see 
 other peaks? Did the hill have peaks? Notice those deep cuts in the 
 sides of the mountain. Are there any in the sides of a hill? Are they 
 as large ? How do you account for the difference ? 
 
 Size of mountains.— How long does it take to walk to the summit of a 
 hill? Of the mountain? Which is the higher? Would it be as easy to 
 climb a mountain as to climb a hill? Give two reasons why. Which is 
 warmer, a mountain or a hill? Why? What is a mountain chain or 
 range? Point one out. (The crest of the cloud or the summit of the 
 mountain will serve, but better still will be the clay model of the mountain 
 range.) If a mountain were very large would it be easy to climb it? 
 Why? If it were steep how would you get up most easily? What is a 
 cliff? (See Fig. 18, page 21, State Series Introductory Geography.) 
 How will we get over the cliff when w^e climb the mountain ? If we were 
 to climb the mountain in a storm, where would we be in rain? Where in 
 snow? Why? Where do trees grow on mountains? 
 
 Mountain climb.— Let us go on an imaginary journey to the top of 
 Mount Shasta. (Or any mountain that is near.) What time will we 
 leave the foot of the mountain? Why? What do we take with us? 
 Why? What are the guides for? Describe the scenery we see first. 
 
 (14) 
 
What is the '^timber line^'l How do the plants differ from now on? 
 What is the '^snow line'^'i What do we see below and beyond ns ? 
 (If the teacher has pictures of these parts it will add greatly to the 
 interest and to the value of the lesson. If nothing better is at hand refer 
 to Fig. 19, State Series Introductory Geography. Point out the main 
 features in the picture so that they will be sure to get the value of them.) 
 Why does the guide go ahead from now on? What is an avalanche? 
 Why are we interested in them? What dp you see when you reach the 
 summit? How do you feel? Do you note any plants or animals? (It 
 may be interesting to know that butterflies have been seen on top of 
 Mount Shasta in the summer time.) Is it always difficult to climb moun- 
 tains? Why? 
 
 Why do people build houses and hotels in beautiful mountain spots ? 
 
 Wealth of mountains.— Name some metals. (Have a few specimens of 
 metals such as iron, copper and lead. Call attention to their being heavy 
 and their differences of color and appearance.) Where are they found? 
 What are ores? (A few specimens of ores, such as gold, silver, iron, 
 copper and lead should be at hand. It will be advisable to have ores of 
 the metals shown in the above case. The ores can usually be obtained 
 from the State Mining Bureau or cost but little if purchased from a dealer. 
 The Chico Normal Extension Department has samples of various ores and 
 minerals that will be sent out upon request for use in this work. The 
 school getting the same will be expected to pay parcels post charges both 
 ways and will be permitted to keep them as long as they are needed in the 
 work. Usually thirty days or less will be considered time enough, but 
 this may be extended as found desirable.) What are some of the metals 
 used for? Why do people sometimes lock up their jewelry? Why do 
 men protect the trees in the forests? Name some of the valuable trees 
 of California. Do these grow on the mountains near here? What are 
 trees used for? What other things do mountains furnish? What is the 
 water used for? Of what use are the ice and snow on the mountains? 
 What would happen to the streams if there were no ice and snow to melt ? 
 Where does all of the water go? (This question will be answered in a 
 later chapter.) 
 
 IV. VALLEYS. (Five days.) 
 
 Continue the daily reviews. See pages 63 to 80. 
 
 This subject must be connected with the last three sections so as to 
 show the general relationship that exists between mountains, hills, soil 
 formation and valleys. Later it will be necessary to include all four of 
 these in a sort of an introduction to the chapters so as to be sure that the 
 pupils see the connection and realize that it has all been about nearly the 
 same part of the earth's surface. 
 
 Sand, clay or modeling of some other sort will be found almost indis- 
 pensible to securing an easy understanding and a firm grasp of the 
 meaning of this physiographic form, the valley. The accuracy of the 
 model is desirable but not absolutely necessary to insure success. 
 
 (15) 
 
Erosion valleys.— What happened when the rain fell upon the school 
 yard? What did the streams carry with them? Did the streams take 
 more dirt or soil from one place than from another? AVhat was formed 
 where the least soil was washed away? Is it higher or lower between 
 hills? What are these low places called? Do all streams form valleys? 
 How? When does this action of the streams cease? Did you ever see 
 a valley? Wliat did it look like? Are there any valleys in your 
 neighborhood? Do you live in one? (For the next paragraph let them 
 answer the questions at the bottom of page 30 and those at the top 
 of page 31 of the State Series Introductory Geography.) Are all val- 
 leys the same size? How many slopes does it take to form a valley? 
 (Model, in clay or otherwise, figure 26 and have them recite Avhile 
 looking at the model. If it is modeled in putty, papier-mache, or 
 plaster paris it may be kept and used year after year and will serve 
 instead of figure 45 or 46.) Point to them on the model. Is it easier 
 to run up hill or down hill? Which way does the water run? Why? 
 Which way is down the valley? (If they have any difficulty in determin- 
 ing, state to them which way the water runs.) Which is the length of the 
 valley? Which is its width? Which distance is the greater? Is this 
 schoolhouse in a valley? What is this valley called? Which way is 
 down this valley? 
 
 Divide. — What is a divide? Point it out on the model. What part of 
 the house is the same as the divide ? Wliy is the crest of the ridge called a 
 divide? Is the divide on the earth all in a straight line like the one on the 
 house? Why? Do you see any reason for its being so crooked? (On 
 account of the creeks or headwaters of the streams carrying soil from dif- 
 ferent places along either side of the divide.) Is the divide always sharp 
 like the roof of the house ? How else may it be ? Point out a flat divide 
 on the model. Measure the width of this valley on the model. (Point to 
 one and then watch to see that it is measured correctly.^ Has it been 
 done correctly? (If it has not call on others to do so correctly.) Measure 
 it in another place. Is it the same at all points? 
 
 Folded valleys.— Are valleys all the same size? (Mention the Sacra- 
 mento-San Joaquin instead of the Mississippi River. It is nearer home.) 
 What kinds of slopes have large valleys? Small ones? In what part of 
 the valley does the stream flow? What is a plain? Do we usually have 
 plains in small valleys ? Were large valleys formed in the same way that 
 small ones were? (The process may be illustrated by bending a piece of 
 paper.) How is each formed? The Sacramento Valley is due to folding. 
 Is the Sacramento Valley just the same now as it was a thousand years 
 ago? Why? What has become of the dirt that has been washed away 
 from the valley in the places along the foothills? 
 
 Homes.— Where do people usually build their homes? Why? Do they 
 usually live on the sides of high mountains? Where do they live then? 
 Give two reasons why people may not want to live on hills. Why do they 
 live in the valleys ? What else do we find in the valleys ? Are all valleys 
 level? Is the school yard level? Is it a swamp or a hill top? 
 
 (16) 
 
Drainage.— If the valley were all level what would become of the water 
 after a rainstorm"? If there are slopes, what happens? What would 
 happen if the grain field yonder were perfectly flat and we had a heavy 
 rain ? What would be the effect if the water did not drain away from the 
 schoolhouse? From your home? How do the farmers sometimes aid the 
 natural drainage ? What is a swamp ? What is the effect of draining a 
 swamp? What kind of land is there in a swamp? Then why do men 
 drain them in many cases ? 
 
 Roads.— Where do people usually build their roads? Where are the 
 mountain roads usually located? What is a '^mountain pass"! How do 
 they go down the other side of the mountain? Where would you 
 build a road over this mountain? (Point out a mountain on the 
 model.) Why do roads follow the valleys even in a hilly country? 
 Why do roads follow the streams?- Does the road on which you come to 
 school follow a valley? Does it follow a stream? Why is it easier to 
 build a road on a plain than among the hills? How do railroads get over 
 the mountains? Mark a line for a railroad over this mountain. (Point 
 to a part of the model.) Why is the railroad track made as nearly level 
 as possible when it passes through a valley? Have you ever ridden in an 
 automobile? Why have automobiles made us prepare better roads? 
 
 Scenery.— Where do we find beautiful scenery? Is there any beautiful 
 scenery near here? Where? What is it? Does any one know of 
 another place ? Can you see some pretty scenery from the school window? 
 What is it? What are autumn leaves? When do they come? There is 
 much beauty in the world round about us if we would only take the time 
 to see it. Could you imagine a more beautiful sight than a field of tall 
 grain weaving in the breeze ? 
 
 V. RIVERS. (Six days.) : 
 
 Do NOT FORGET THE DAILY REVIEW. See pagcs 63 to 80. 
 
 llie simplest ivay to introduce this subject is hy means of the little creek 
 that flows hy or near the schoolhouse. It may be dry during the greater 
 part of the year, but even then it is better than a picture of a river. The 
 pupils have seen it during wet weather, or if the subject comes in at the 
 right time the stream may be full of water just when you need it. Going 
 from your own stream to any other will be an easy matter. Many of the 
 terms such as banks, falls and the like will be already familiar to them and 
 will need no drill. All that is needed is to assure them that the parts of 
 the stream that they know are the same as the ones the book tells of. 
 
 Home geography should be a reality. Make it so. 
 
 A clay model of one of the figures in the text (either 45 or 46) will be 
 very useful. The river can be made more realistic by sprinkling water 
 over the model and watching it collect to form the river system. 
 
 Emphasize especially the relation of the river and its processes to the 
 people who live along it or in its valley. 
 
 2 GEOG (17) 
 
Source. — What happens when a light rain falls on the school yard? A 
 heavy rain? How does the water run off? After the water leaves the 
 school yard where does it go? Is the creek or brook the same width at 
 all places ? Are there any deep holes ? "Where ? Is it deep all the way ? 
 Where is it shallow? What are rapids? Are there any near here? Do 
 they look like figure 37 in the text? Are there any waterfalls? They 
 may be smaller than those in figure 38 in the text.. Are they? (All of the 
 above should be asked about the creek that flows near the schoolhouse if 
 such a creek exists.) Where does the water in the creek go? What is 
 the chief difference between a creek or brook and a river? What is the 
 source of a river? How large are most rivers at their sources? (Refer 
 to the river in your own neighborhood if there be one. Otherwise use 
 pictures such as Figs. 37-44 in Introductory Geography.) Are they the 
 same size farther down? Why? 
 
 Mouth of river. — Along what part of a river do we find cliffs? What 
 happened when we rubbed two rocks together? (Repeat if necessary.) 
 What happens when I strike these two rocks together? (Have two sharp 
 cornered rocks to illustrate with.) What is the effect when a torrent 
 dashes one rock against another? What will be the result if they are 
 dashed along for several miles? What is finally formed from the rock 
 material? If we were to follow down the stream what changes wo^ld we 
 note in the size of the river ? What are tributaries ? What is the stream 
 bed? How does the slope change as you go down the river? What do 
 you notice on both sides of the river after you have passed out onto the 
 plains? How large are the particles carried by the stream here? How 
 will we cross the river here? Why not wade across? What do we see 
 on the river at this point? What are these boats for? Where does the 
 river lead to ? AVhat is the "mouth of the river' ^"l What kind of material 
 does it carry near its mouth? What finally becomes of the sediment? 
 Compare the size of the river at its source with its size at its mouth. 
 
 Water supply. — AVhere does the water come from? What happens to 
 small streams and to some large ones after a rain? What keeps large 
 rivers from drying up during the summer? Give another possible reason. 
 Does all of the rain water run off immediately ? Where does it go ? How 
 do you know there is water in the ground? What is a spring? What is 
 a flood? Why are people on low ground anxious about high water? 
 How do they sometimes protect themselves? 
 
 Flood plains. — We noted that when water was poured on soil some of 
 the soil was washed away. Where did it go? Where does the soil go 
 that is washed away from the yard by the rain ? Put some muddy water 
 into a glass and let it stand a while. AYhat happens to the sediment? 
 How does this hel^p to explain what becomes of the soil removed by the 
 rain? What is a flood-plain? Describe it by telling how it is made. 
 
 Deltas. — If the stream flows quite swiftly till it reaches a lake or the 
 ocean what becomes of the sediment? Why is it deposited here? AVhat 
 is formed at first? What is finally formed? What is a delta? What is 
 the shape of the surface of a delta? Why? How does the delta grow? 
 
 (18) 
 
(Refer to Fig. 45, State Series Introductory Geography, or a model of it 
 when talking of deltas.) 
 
 River system. — Describe a river system. (Name some local river to be 
 described.) What is a river basin? Point one out on the model. How 
 does a river basin differ from a true basin? If it were a true basin what 
 would it be? (A lake.) 
 
 Water supply and drainage.— In what way is the Sacramento (or any 
 other river) useful? In what other ways is it usefulj How do plants 
 near the river and those away from it differ in hot weather? What is 
 irrigation? How is it accomplished? Are there any irrigation ditches 
 near here? W^hat is another use for the water of a river? How else are 
 rivers important to the land through which they flow? To our city? 
 
 Power. — If a stream flows swiftly how may it be useful? How is this 
 accomplished? (A small water wheel may be put into the stream near 
 the schoolhouse to show this, or make a water wheel, attach it to a 
 V-shaped trough in such a way that it will run when water is poured into 
 the trough. Tilt the trough at different angles and note the result.) For 
 what is it used ? What is ' ' water power ' ' ? What are factories ? Wliere 
 is water power found? Why are cities often located at a fall in a river? 
 
 Navigation. — Name one other way in which rivers are valuable. Why 
 are boats used on a river? Why is it easier to carry goods along a river 
 than overland? Which is cheaper? One horse could haul about forty 
 times as much on a boat as on land. What kinds of rivers are best for 
 boats? W^hy do farmers prefer to live near a road, railroad or large 
 river? AVhy are many cities on large rivers? Name some. 
 
 VI. PONDS AND LAKES. (Four days.) 
 
 Review as before. See pages 63 to 80. 
 
 A great manj^ schools will be so situated that there will be ponds and 
 lakes within easy reach, at least during the rainy season. Have the 
 children study these as they find them. If it is impossible to take excur- 
 sions during school time you can at least set tasks for them to perform at 
 recess, after, or before school, such as looking for the various physical 
 features. A puddle of water in the school yard or a clay model filled 
 with water in the school room will help to give ideas about lakes, but 
 pictures will be needed to give an idea of the actual size of them. Have 
 them learn the features from the model, then write the names of these 
 features on slips of paper, fasten these slips to sharpened sticks, and send 
 the children (part or all at a time as the teacher may think best) to the 
 pond, where they can stick the labels to indicate the different features 
 about which they have been studying. Later the teacher can visit the 
 pond and see if the labels are properly placed. If all are not correct, 
 replace them in their proper location and send the class to see them again. 
 This will help to correct any errors they may have drifted into. 
 
 (19X 
 
Origin. — What are the uses of rivers? "Where does the water come 
 from? When are the rivers the highest? When the lowest? How do 
 men sometimes save the water for summer use? What is a pond? (Call 
 attention to the puddle in the yard.) When do ponds fill up? AVhen are 
 they nearly dry? If a river flows through one what effect will it have 
 on the time when the pond will dry up? What is a lake? How is it 
 formed? What is the difference between a pond and a lake ? Name other 
 ways in which lakes are formed? (Have a clay model of a lake with all 
 of the features to be taught represented on it.) What is an inlet? Point 
 to one on the model. What is an outlet ? Point to it. What is sediment ? 
 How is it carried from one place to another? When a stream flows into 
 a lake, what becomes of the sediment? If this continues for many years, 
 what is formed ? What is a delta? What happens if the delta continues 
 to grow for a long time? What is formed? What is the head of the 
 lake? The foot of the lake? (Evaporate some water and show the 
 white substance left, or better still have an old teakettle or some of the 
 coating from the inside of it. The water may be evaporated in a glass 
 beaker while the class is reciting. Put some salt into some Avater and 
 heat the water. Hold a cold clean dish of some sort over it so as to collect 
 a few drops of the steam. Cool the water in the dish. Show the first 
 dish.) All water contains this white substance. Some of it is 'tommon 
 table salt. (Hand the dish, on which the vapor has collected, to one of 
 the pupils.) Taste the few drops of vapor that are on this dish. Are 
 they salty? Taste this water. Is it salty? AVhat happened? (The 
 water evaporated and left the salt in the dish.) This is what takes place 
 when the sun shines on the lakes and ponds, but of course the water does 
 not get so hot. If no water flows out of a lake, why does the lake become 
 salty ? What two kinds of lakes are there ? 
 
 Shore line. — AVhat is the shore line of a lake? Point to it and trace it 
 out, W%at is a beach? How is it different from any other part of the 
 shore line? Is there one on this model? Where? What is a headland? 
 Point to one. Point to a cape. A peninsula. A bay. A strait. W^hat 
 is a harbor? Can you locate one? Is there one in California? Where? 
 Point to an island. Is there one near here ? 
 
 Uses. — In what ways are lakes used the same as rivers? What are 
 waterways? Why have people settled on lakes? Why have they built 
 cities there ? 
 
 Harbors. — How are wagons loaded w^ith wheat (or fruit, or any local 
 product) ? How are railway cars loaded? Could ships be loaded in the 
 same way? Why? What will we need to be able to load a ship ? What 
 is a wharf? How will you load a ship that is moored to a wharf? What 
 is a breakwater? For what is it used? 
 
 (20) 
 
VII. THE OCEAN. (Two days.) 
 
 This subject is somewhat removed from the average pupil in the Cali- 
 fornia schools and consequently for such its explanation depends almost 
 wholly upon their reasoning powers and the use of pictures. Consequently 
 it is best treated rather briefly and left for more detailed treatment when 
 they are better able to understand it later on. Then the globe can be 
 brought into use and an idea of the relation of the land masses to the 
 ocean as well as the relative size of each can be developed. Schools near 
 the ocean can put more time on it and do so very profitably. Pictures 
 will supply much of the material needed for a profitable study of this 
 section. These pictures should include a picture of a storm at sea, a 
 picture of the shore and one of ships so as to get an idea of the vastness 
 of the ocean. Figures 57, 58, 59, 60 and 61 of the State Series Introduc- 
 tory Geography will be found valuable for this work. 
 
 Extent. — If we are to start from the schoolhouse and follow the little 
 rills that form during a heavy rainstorm till they reach a lake or some 
 large body of Avater, what change would we note in the size of the stream ? 
 There are hundreds and thousands of such streams. Can you imagine how 
 much water is carried by them in a year ? If it all flowed into a pond and 
 none flowed out, what would happen to the pond? (It would become a 
 lake.) If it then continued to flow into a lake what would happen to the 
 lake? (It would become an ocean.) Can you imagine a body of water 
 thousands of limes as large as a lake? How large is the ocean? (These 
 answers will merely serve to show how well the class has imaged the 
 subject.) No w^ater ever runs out of the ocean but some of it evaporates. 
 Is the ocean fresh or salt? 
 
 Waterway. — What is a waterway? How can the ocean be used as a 
 waterway? Are the ships large or small? Why? In what ways is the 
 ocean like a lake? What is a harbor? How are harbors useful to ships? 
 Why are cities located on harbors? What is California's best harbor? 
 (San Francisco Bay.) Can you see why the city of San Francisco is 
 located on this harbor? 
 
 Other Uses. — Why do people go to the seashore in the summer time? 
 What do people do at summer resorts? How else is the ocean useful to 
 man? Why do we need rain? Where does it go when it strikes the 
 earth? 
 
 Scenery. — Why do people build parks? What do they have in parks? 
 What are the creeks and lakes for? All about us we find beautiful things 
 that nature has made for us. Are there any near here? (Pictures, if 
 properly used here, will aid greatly in giving an idea of the beauty of 
 different places over the earth's surface and especially in the different 
 parts of California.) 
 
 (21-) 
 
VIII. THE AIR. (Five days.) 
 
 Review continuously. See pages 63 to 80. 
 
 This subject is one that should have a wide interest. It is favored in 
 that it can be studied as well at one place as at another. Of course so 
 far as storms and the precipitation of moisture are concerned it can best 
 be undertaken while storms are in progress, but usually the experiences of 
 the children will be broad enough that the teacher may draw on them 
 quite freely. The greater part of it will, therefore, be familiar to them 
 and the first time over will really be a review and also a sort of an 
 organization of the experiences they already possess. Instead of using 
 the time for drill it would seem advisable to use some of it at least for the 
 work suggested at the end of the chapter, i. e., an elementary study of 
 weather maps. 
 
 Materials. — Small empty bottle, vessel of water, paper windmill (see 
 Appendix), candle, touch paper (see Appendix), piece of wood, piece of 
 iron, glass of water and small piece of ice. 
 
 Occupies space. — Perform the experiments and ask the questions indi- 
 cated in the fine print on page 77 of State Series Introductory ^Geography. 
 Why does not the bottle fill with water when pushed down into the water 
 mouth first? What is air used for? What is wind? Wet your finger, 
 then blow on it or hold it in the wind. How does it feel? This is one 
 way to show that the wind is blowing. 
 
 Winds. — What is the atmosphere? Where is it found? How far does 
 it reach up from the earth? What is a breeze? What is a wind? The 
 air is never quiet. How can you show this? (The clouds high up in the 
 sky are always moving.) Put this windmill (paper windmill) out of the 
 window where the wind strikes it. AYhat happens? Blow against it. 
 What happens? What makes it turn? (Place a lighted candle on the 
 table where all can see it and hold the paper windmill over it. It begins 
 to turn.) What does that mean? (The air is moving upward. Light a 
 piece of touch paper and hold it above the candle.) What does this show? 
 (Hold it a little to one side and a little below the level of the flame.) 
 What does this show? (Hold it a little farther away.) Where does the 
 air come from to take its place? Hold your hand over the candle. (The 
 pupils must either be allowed to walk up to the desk or the candle may be 
 passed back to the pupil.) What do you find? What causes the air to 
 rise? What causes it to come in from other places? W^hat causes air to 
 move? (Hold the windmill over the stove. If there is no stove or 
 radiator or if there is no fire in the stove or heat in the radiator this must 
 be omitted.) What does that mean? What happens when air is heated? 
 If you put a piece of iron into water what happens? (Perform this 
 ex,periment if it is deemed necessary.) If I put a piece of wood into water 
 what happens? Can you explain why one sinks and the other rises? 
 Why does warm air rise? What took place around the candle? What 
 causes winds ? If it is cold to the east of here and warm to the west of us 
 what kind of winds will we have ? Explain what happens. 
 
 (22) 
 
Uses. — Did you ever try to walk against a strong wind? With it? 
 Which was easier? Why? How can this force be used? Another use? 
 (See figure 67, State Series Introductory Geography, for the answer.) If 
 you hang a wet cloth out in the sun what happens? If you boil water on 
 the stove what happens? Where does the steam go? If you set a dish 
 of water in the sun for a few days, what happens? Where does the 
 water go? Why don't you see it in the air? How can you show that it 
 is there? (If they are unable to suggest it, refer them to figure 70 of the 
 State Series Introductory Geography.) What has happened? Where did 
 the water come from? What happens when the sun shines on the ocean? 
 What do the winds do with this moisture? How else do jou know that 
 there is moisture in the air? Why could you call winds water bearers? 
 What is a desert ? Would you like to live there ? Why ? 
 
 Condensation. — What made the. drops of water collect on the glass of 
 ice water? What happens when vapor is condensed? If air is cooled 
 what happens to the moisture in it? In what ways may it be cooled? 
 How do mountains aid in cooling it? How are thunder storms caused? 
 
 Forms of vapor. — Did you ever notice your breath on a frosty morning? 
 What caused it? What is a fog? Did you ever see a fog? What are 
 clouds? What did they look like? How are they formed? AYhat is 
 rain? How are the drops formed? Does it ever rain on a clear day? 
 Where does the rain come from? AVhy do the drops fall to the ground? 
 If the air strikes cold leaves, what often happens? If the air is cooled 
 below the freezing point before the vapor is deposited, what is it called? 
 What is the difference between frost and dew? Between rain and dew? 
 What is snow ? How is it formed ? What is the difference between rain 
 and snow? Of what use are dust particles in the formation of rain and 
 snow? If it rains on top of the mountain does it snow in the valley 
 below? Why? If it snows on the mountains does it snow in the valley? 
 If it rains in the valley may it snow on the mountain? Why? Why do 
 winds from the ocean sometimes bring rain? Why do those from the land 
 seldom bring rain ? What is a weather record ? For what can it be used ? 
 
 (For elementary study of weather maps see Appendix.) 
 
 IX. INDUSTRY AND COMMERCE. (Five days.) 
 
 The greater part of the subjects of commerce and industry is better 
 considered several grades later, but the meanings and reasons for the 
 existence of each can be given by applying it to the local community. 
 Trade on a broad basis can not be understood until the pupils are far 
 enough along that they realize that all other countries are unlike their 
 own in a great many ways. This means that it should come well toAvard 
 the end of the grammar school curriculum. A great deal of it will be 
 gotten as they go on through the geography course. 
 
 What kind of work does your father do? (Ask several.) Why does 
 he work? Do all men work? Why should all men work at some kind of 
 industry? What other kinds of work are done in this neighborhood? 
 
 (23) 
 
(Have them name several.) What is a storekeeper? What does he do? 
 Where does he get his goods ? Who buys them ? Could you buy a dress 
 at the store? A pencil? A dipper? Were stores always as they are 
 now? How do people up in the mountains where there are no stores get 
 dresses? Pencils? Sugar? Do they come to the store every day? 
 Why? AVhere did people get their clothing a hundred years ago? Why 
 didn't they go to the store? Why did they settle along the coast at first? 
 How was the land away from the coast settled ? Where did they get their 
 goods at first? Later? Tell about Abraham Lincoln. Where did the 
 early settlers get wheat? Their clothing? Where did they get sugar? 
 Gun powder? How did they get to the store? Did they go often? 
 Why? What did they usually take to the store? What did they bring 
 back? What did they call this? What happened after a number of 
 families had settled near each other? Where did the farmers trade 
 then? How is this changed now? How have the stores changed? Make 
 a list of the different things men do in this neighborhood, for a living. 
 Make a good definition of "commerce" by using what we have learned 
 thus far about trading. These various things that men do to earn a living 
 are usually spoken of as ''industries." 
 
 If we raise more fruit (or any other local product) than we jieed, what 
 is done with the amount not needed? In what ways may it be shipped 
 from here? If you were going to ship some of it to some people in the 
 mountains where there are no roads, how would you send it ? W^hat is a 
 pack train? A¥here are wagons used for shipping goods? How may you 
 ship your fruit if you live on the bank of a river? If you live near the 
 railroad? What is the difference between commerce and industry? How 
 are roads used in commerce? Are things shipped over roads more cheaply 
 than over places having no roads? Why? Why are good roads better 
 than poor ones ? What is a good road? How can one be made? Does it 
 really cost more than a poor road? 
 
 X. GOVERNMENT. (Two days.) 
 
 You SHOULD REVIEW^ A FEW MINUTES EACH DxVY. ScC pagCS 63 tO 80. 
 
 This chapter seems to be beyond the reach of children of ten or eleven 
 and consequently is better left till these things are taken up in a regular 
 course in civics. A few little ideas may be given here, such as the need 
 for government and the chief reasons for centralizing government. Those 
 parts which are little understood by many grown-ups and consequently 
 bej^ond pupils of the fifth or sixth grade are better avoided entirely. 
 Otherwise it will be at best but an attempt at the subject and will in many 
 cases result in a muddle of details. This does not mean that the subject 
 of geography is to be slighted on this account, but on the contrary some- 
 thing will be suggested later to take the place of the part left out. 
 
 Home. — When you go home to-night will you go to the pantry and eat 
 all of the jam? Why? Will you eat all of the fruit cake you want? 
 Why? Will your brother do so? AYhy? Will your sister? Why? 
 
 (24) 
 
"What would happen if you were allowed to do as you pleased in your 
 home? Suppose your sister and brother did as they pleased also. What 
 kind of a home would you have? Would you like a home where you 
 would not be able to have any playthings of your own? Would you all 
 be happy? Then why do your mother and father have to make you do 
 certain things in the home ? Is it necessary to have some sort of a govern- 
 ment in order that you be happy? 
 
 School. — Can you sit where you please in the school? Can you eat 
 apples in school if the teacher sees you? Why not do these things? If 
 you all went out to play when you pleased what kind of a school would 
 we have? Is there any need of government in the school? What is a 
 rule? What is it for? 
 
 State. — Can I take your hat whenever I want to ? Why? Can you take 
 my cape and keep it? Why? Can some one take your lunch every day 
 and eat it? Why? If we did all of these things, would we be happy? 
 Can I go to town and haul away a load of lumber and not pay for it? 
 Why? Why do we need government in the State? What do we call 
 the rules? 
 
 Nation. — If I were to go to Nevada and drive some cattle to California 
 and sell them what would happen? Why? Could you go to Oregon and 
 haul away a carload of apples? Why? AVhat would happen if you did? 
 Why? Do we need a larger government than the state? Why? What 
 are its rules called? Who sees that the rules are enforced in the home? 
 Who sees to that in the school? In the State? In the United States? 
 Who chooses the ruler in your home? In the school? In the State? In 
 the United States? Does each ruler have a definite home ? Why? What 
 is the ruler of the home called? Of the school? Of the State? Of the 
 United States? (If they do not know some of these state the names for 
 them.) 
 
 XI. MAPS. 
 
 The preliminary work of this topic has been treated in Chico State 
 Normal Bulletin No. V, pp. 12-13. If the class is not already familiar 
 with the work it will be best to turn to that Bulletin and drill upon the 
 work given there until it is well in hand. Then take up the work as 
 indicated below. 
 
 What are maps for ? For what are they used ? Could you draw a map 
 of the top of your desk? Of the school yard? Of the whole valley? 
 Could each of these be drawn on a small piece of paper? How? What 
 is drawing to scale? If I have a board forty feet long and want to draw 
 it to scale on a piece of paper six inches square, what scale shall I use? 
 (If it is found necessary, drill them with similar questions till they are 
 familiar with the meaning of a scale.) Turn to page 110. Measure the 
 top of the map (figure 87). How long is it in inches? How many feet is 
 that? How long should it be? Measure the right side. How long is 
 
 Note. — Where reference is made to pages or figures in wliat follows it is to be under- 
 stood that it is to the State Series Introductory Geography. 
 
 (25) 
 
that? How msLiay feet? How long is the teacher's desk? How wide? 
 How large is the piano? How large are the desks? How wide are the 
 doors? How far from the wall on the left to the first row of seats ? Draw 
 a map of our schoolhouse. (Aid them in the selection of a simple scale. 
 Follow the directions given in the text.) Draw a map of the school yard 
 according to the directions given on page 110. DraAv the third map as 
 indicated on pages 110 and 111. (The second and third maps may be 
 done when convenient or left out entirely if thought advisable.) How 
 are maps sometimes used? What is a compass? (Show one to the 
 class.) For what is it used? In what direction does it point? (Show 
 that it does so.) What is the North Star? (Tell just how it may be 
 located. See Appendix.) Where does the sun rise? Where does it set? 
 (Continue with the questions as given in the text, page 112. Then ask 
 the following questions:) Which is the north side of your map ? Which 
 is east? West? South? (Follow the directions given in the fine print 
 at the bottom of page 113 of the text and continue with the following:) 
 What is a map? What do maps show? Does your map show the school- 
 house as it is? Why? Does it show the yard as it is? Why? W^hat is 
 not shown? Does any flat map show the region as it really is? What 
 other kinds of maps are there? How do they differ from our maps? 
 What is a relief map? What does it show? We have studied something 
 similar to a relief map. What was it? (A clay model.) 
 
 (26) 
 
PART II. 
 
 THE EARTH AS A WHOLE. 
 
 MINIMUM BOOK LIST. 
 
 The course as outlined later can be successfully carried on by the use 
 of the following books. However, if the books in the complete list are 
 available they will be found to be valuable. The idea has been to give a 
 list that contains as few books as possible to successfully carry on the 
 course as outlined later : 
 
 Carpenter, Africa. American Book Co 30 60 
 
 Carpenter, Asia. American Book Co 60 
 
 Carpenter, Australia. American Book Co 60 
 
 Carpenter, Europe. American Book Co 60 
 
 Carpenter, North America. American Book Co 60 
 
 Carpenter, South America. American Book Co 60 
 
 Coe, Modern Europe. Silver 60 
 
 Coe, Our American Neighbors. Silver 60 
 
 Fairbanks, Geography of California. Whitaker 75 
 
 George, Little Journeys to Hawaii and the Philippines. A. Flanagan 50 
 
 George, Little Journeys to Italy, Spain and Portugal. A. Flanagan 50 
 
 George, Little Journeys to Scotland and Ireland. A. Flanagan 50 
 
 King, Book III. Lee - 56 
 
 Northern Europe. Ginn 25 
 
 Pratt, Stories of England. Educational 60 
 
 Smith, Life in Asia. Silver 60 
 
 Smith, Our Ov^n County. Silver 50 
 
 Toward the Rising Sun. Ginn 25 
 
 Discounts are allowed on a number of the above books so that the cost 
 for this course will not be so great as indicated above. In addition to this 
 fact is the one that nine of the above Minimum List are included in the 
 Minimum List for the Journey Geography as given in Bulletin No. V, 
 Part II. 
 
 If only the minimum list of books is available the topics marked with an asterisk (*) 
 may be omitted. This will not materially interfere with the course as outlined. 
 
 COMPLETE BOOK LIST. 
 
 Note. — The books marked. with an asterisk (*) are the ones included in the Minimum 
 Book List. 
 
 The following is a complete list of all of the books referred to in this 
 Bulletin. All are valuable books and should be used if available. Nearly 
 every one of these books will be read by the pupils in the later grades. 
 There are, however, a few exceptions, but it is necessary to refer to these 
 more technical books for a few special topics. The prices and names of 
 the publishers are added so that teacher may, at a glance, know what the 
 cost of any or all of the books used in this course may be. It is hoped 
 that the teacher may from time to time include a few of these books in 
 the order for the library : p^i^g^ 
 
 Allen, Children of the Palm Lands. Educational $0 50 
 
 Allen, Industrial Studies — United States. Ginn 50 
 
 Andrews, Each and All. Ginn 50 
 
 Andrews, Seven Little Sisters. Ginn 50 
 
 Andrews, Ten Boys. Ginn 60 
 
 Badlam, Views in Africa. Silver 72 
 
 (27) 
 
Price. 
 
 Ballop, Footprints of Travel. Ginn $1 00 
 
 Benedict, Stories of Persons and Places in Europe 1 00 
 
 Bradish, Stories of Country Life. American Book Co 40 
 
 By Land and Sea. Perry Mason 50 
 
 ♦Carpenter, Africa. American Book Co 60 
 
 ♦Carpenter, Asia. American Book Co 60 
 
 ♦Carpenter, Australia and the Islands of the Pacific. American Book Co 60 
 
 ♦Carpenter, Europe. American Book Co 60 
 
 Carpenter, Foods. American Book Co 60 
 
 ♦Carpenter, North America. American Book Co 60 
 
 ♦Carpenter, South America. American Book Co 60 
 
 Carroll. Book II. Silver 48 
 
 Carroll, Book III. Silver 48 
 
 Chamberlain, North America. Macmillan 55 
 
 Chamberlain, How We Are Fed. Macmillan 40 
 
 Chamberlain, How We Are Clothed. Macmillan 40 
 
 Chamberlain, How We Travel. Macmillan 40 
 
 Chase and Clow, Stories of Industry. Educational 1 20 
 
 ♦Coe, Modern Europe. Silver 60 
 
 ♦Coe, Our American Neighbors. Silver 60 
 
 Davis, Norway Nights and Russian Days. Fords 1 25 
 
 Dodge, A Reader in Physical Geography. Longmans 70 
 
 Dryer, Lessons in Physical Geography. American Book Co 1 20 
 
 Fairbanks, Geography of California. Whitaker ^ 75 
 
 Fairbanks, Home Geography. Educational 60 
 
 Fairbanks, Stories of Mother Earth. Whitaker . 50 
 
 ♦George. Little Journeys to Hawaii and the Philippines. Flanagan 50 
 
 ♦George, Little Journeys to Italy, Spain and Portugal. Flanagan 50 
 
 George, Little Journeys to China and Japan. Flanagan 50 
 
 George, Little Journeys to Holland, Belgium and Denmark. Flanagan 50 
 
 George, Little Journeys to Russia. Flanagan 50 
 
 George, Little Journeys to France and Switzerland. Flanagan 50 
 
 George, Little Journeys to Norway and Sweden. Flanagan 50 
 
 ♦George, Little Journeys to Scotland and Ireland. Flanagan 50 
 
 Greater America. Perry Mason .- 50 
 
 Guerber, Story of the English. American Book Co 65 
 
 Guerber, Story of the Greeks. American Book Co 60 
 
 Hale, Stories of the Sea. Little 1 00 
 
 Hall, Viking Tales. Rand 35 
 
 Herbertson, Europe. Macmillan 75 
 
 Herbertson, Central and South America. Macmillan 75 
 
 Herbertson, North America. Macmillan 75 
 
 Horton, The Frozen North. Heath 40 
 
 Jenks, Boys' Book of Exploration. Doubleday 2 00 
 
 Johonnot, Geographical Reader. American Book Co 1 00 
 
 Jordan, Matka and Kotik 75 
 
 Kennan, Tent Life in Siberia. Putnam 1 25 
 
 King, Book II. Lee '^^ 
 
 ♦King, Book IIL Lee 56 
 
 King, Book IV. Lee 56 
 
 King, Book V. Lee 56 
 
 King, Northern Europe. Lee 56 
 
 Kipling, Jungle Book 1 25 
 
 Kirby, The World by the Fireside. Nelson 1 75 
 
 Kirby, Aunt Martha's Corner Cupboard. Flanagan 90 
 
 Knapp, Story of the Philippines. Silver 60 
 
 Knox, Ceylon and India. Harper 2 00 
 
 Knox, China and Japan. Harper 2 00 
 
 Knox, Egypt and the Holy Land. Harper 2 00 
 
 Knox, Great Britain and Ireland. Harper 2 00 
 
 Knox, Northern Europe. Harper 2 00 
 
 Knox, Siam and Java. Harper 2 00 
 
 Knox, The Land of the Kangaroo. Harper 2 00 
 
 Knox, The Levant. Harper 2 00 
 
 (28) 
 
Price. 
 
 Knox, Russian Empire. Harper $2 00 
 
 Lee, When I Was a Boy in Chin£.. Lothrop 60 
 
 MeClintock, The Philippines. American Book Co * 40 
 
 McMaster, Primary History of the United States. American Book Co 60 
 
 Marwick and Smith, South American Republics. Silver 60 
 
 Miller, Little People of Asia. Button 2 50 
 
 Muller, Story of Akimakoo. Flanagan 35 
 
 ♦Northern Europe. Ginn 25 
 
 Our Country East. Perry Mason 50 
 
 Our Country West. Perry Mason 50 
 
 Pratt, China. Educational 40 
 
 ♦Pratt, England. Educational • 40 
 
 Pratt, Stories of Massachusetts. Educational 60 
 
 Pratt, India. Educational 40 
 
 Peeps at Many Lands — Ceylon. Macmillan 55 
 
 Peeps at Many Lands — France. Macmillan 55 
 
 Peeps at Many Lands — Holland. Macmillan 55 
 
 Peeps at Many Lands — Ireland. Macmillan 55 
 
 Rocheleau, Products of the Soil. Flanagan 50 
 
 Rupert, Geographical Reader. Sibley 65 
 
 Schwatka, Children of the Cold. Educational 1 25 
 
 Seabury, Porto Rico. Silver 50 
 
 Sexton, Stories of California. Macmillan 60 
 
 Shaler, Story of Our Continent. Ginn 75 
 
 Shaw, Big and Little People of Other Lands. American Book Co 30 
 
 ♦Smith, Life in Asia. Silver 60 
 
 ♦Smith, Our Own Country. Silver 50 
 
 Starr, Strange People. Heath 40 
 
 Strange Lands Near Home. Ginn 25 
 
 The Wide World. Ginn 25 
 
 ♦Toward the Rising Sun. Ginn 25 
 
 Under Sunny Skies. Ginn . 25 
 
 Wade, Our Little African Cousin. Page 60 
 
 Wade, Our Little Brown Cousin. Page 60 
 
 Wade, Our Little Cuban Cousin. Page 60 
 
 Wade, Our Little Eskimo Cousin. Page 60 
 
 Wade, Our Little German Cousin. Page 60 
 
 Wade, Our Little Hawaiian Cousin. Page 60 
 
 Wade, Our Little Italian Cousin. Page '. 60 
 
 Wade, Our Little Japanese Cousin. Page 60 
 
 Wade, Our Little Jewish Cousin. Page 60 
 
 Wade, Our Little Russian Cousin. Page 60 
 
 Wade, Our Little Siamese Cousin. Page 50 
 
 Wade, Our Little Swiss Cousin. Page 50 
 
 Wade, Our Little Turkish Cousin. Page 50 
 
 Continue your daily reviews. See pages 63 to 80. 
 I. Form and size of the earth. (Pages 119-121.) 
 1. The form of the earth. (One day.) 
 
 Supplement the text treatment with the following illustrations of the 
 sphericity of the earth : 
 
 a. The fact that ships sailing seaward from an observer on the beach 
 disappear gradually, hulls first, then deck houses and finally masts. 
 
 h. Lighthouses are placed on cliffs or high roeks so that their light will 
 be seen as far as possible. 
 
 c. The moon is round like the earth. This we are able to see when we 
 
 look at it. If there were people on the moon the earth would look round 
 to them just as the moon does to us. 
 
 It will be well to say something of the force of gravity that holds all 
 
 (29) 
 
objects to the surface of the earth. If the pupils do not raise the point 
 themselves it should be brought out by the teacher that in old times men 
 could not l^elieve that the earth was round because they thought that in 
 such case all loose objects would fall off from it on the other side. Explain 
 as clearly as the intelligence of the class will allow that there is a force of 
 attraction exerted by the earth on all objects on it and that this force called 
 gravity holds objects to it. The force of gravity may be likened to the 
 attraction exerted by a magnet on bits of iron and a simple demonstration 
 with such a magnet will do something toward making the idea plain. At 
 this stage of the work the teacher will find it necessary to rest content with 
 little more than a word knowledge on the part of the class of the force of 
 gravitation. It is well, however, for them to have the term and to see in 
 some partial degree what it means. A fuller understanding will come with 
 the work of later lessons and grades. 
 
 Globes should be in the hands of the pupils of this lesson's work. They 
 should trace the route taken by Magellan's ships. Have them place the card 
 with the small circular hole in it over a part of the surface of the globe as 
 well as over the orange or ball, thus illustrating that a small part of the 
 earth seems flat when seen by itself. 
 
 2. The size of the earth. (One day.) 
 Suggestions. — Follow what the text has to say on the subject and add 
 some simple unit of comparison so that they may get an idea of the diameter 
 and the circumference of the earth. For example, it is eighty times the 
 distance between Sacramento and San Francisco ; or, perhaps, some shorter 
 distance will be better. 
 
 II. Daily motion of the earth and its results. (Pages 123-126.) 
 
 1. Daily motions of the earth. (One day.) 
 
 2. The results of the daily motions of the earth. (One day.) 
 
 III. The zones. (Pages 128-131.) 
 
 1. Review the locations. (One day.) 
 
 For this review see Chico Normal Bulletin No. V, Part I, Map Geography, 
 pp. 34-35. 
 
 2. The Torrid Zone. (One day.) 
 
 Ref. — Coe, Our American Neighbors, pp. 89 ff. 
 Suggestions. — The object should be to give the idea that this region is 
 warm and has luxuriant vegetation. 
 
 3. The Temperate Zones. (One day.) 
 
 Suggestions. — ^Vegetation grows readily but temperature is not so high. 
 
 4. The Frigid Zones. (One day.) 
 Suggestions. — Sparse vegetation and low temperatures. 
 
 IV. V and VI are omitted here as they are otherwise provided for. 
 
 Map Drill.— Before taking up the study of North America as given in 
 the introductory text, give a thorough review of the map work as given in 
 Bulletin No. V. This should be North America both First and Second Time 
 Over. (See Bulletin No. V, pp. 18-19 ; 36; 46.) 
 
 (30) 
 
VII. NORTH AMERICA, (Ch. VII, pp. 151-152.) 
 
 1. North America is a large continent with mountains along its 
 
 eastern and western sides and a great valley in the middle. 
 (One day.) 
 
 SiiggestioTis. — Develop in the minds of the pupils a picture of the relief 
 of North America. 
 
 2. North America is divided into Alaska, the Dominion of Canada, 
 
 the United States, Mexico and Central America. (One day.) 
 
 Suggestions. — This topic is intended, primarily, to fix the boundaries and 
 locations of the different divisions of North America in the minds of the 
 pupils. 
 
 VIII. The United States. (Ch. VIII, p. 141.) 
 
 DO NOT NEGLECT THE DAILY REVIEW. 
 
 1. This great country belongs to us. It has grown from thirteen 
 
 small colonies along the Atlantic coast into a great nation. The 
 flag tells us of its growth. (One day.) 
 
 Suggestions. — Take up a study of this topic under the following head- 
 ings: thirteen original colonies; war for independence; change from 
 Colonies to States ; how the flag shows this and also the fact that the number 
 has increased; the Indians and how they were treated; the fact that there 
 are no Territories within the United States now. 
 
 IX. New England. (Ch. IX, pp. 154-160.) 
 
 *1. New England was settled by the Pilgrims. They were a brave, 
 sober-minded and thrifty people. (One day.) 
 Refs. — Pratt, Stories of Massachusetts, pp. 13-68. 
 
 McMaster, Primary History of United States, pp. 16-20 ; 56-72. 
 
 Suggestions. — Discuss w^hy the name New England was used; the fact 
 that the early settlers had the qualities mentioned above and how these 
 qualities led to success; note the irregularities of the coast line and what 
 advantage this is to the region. 
 
 2. Many hardy New Englanders win their living from the sea by 
 
 fishing. (Two days.) 
 
 Refs. — Carpenter, North America, pp. 315-316. 
 
 Pratt, Stories of Massachusetts, pp. 201-248. 
 
 Suggestions. — Read Captains Courageous, by Kipling, if available. Take 
 an imaginary journey with a fisherman to see him make a catch. 
 
 3. Vermont is famous for its marble quarries. (One day.) 
 
 Refs. — Fairbanks, Home Geography, pp. 112-115. 
 Carijenter, North America, pp. 88-89. 
 King, Book III, pp. 65-68. 
 
 Suggestions. — ^Visit a marble quarry by means of pictures and stories. 
 Notice how the rock is blasted out, then, sawed into blocks, hoisted out of 
 the pit and finally loaded upon the cars to be sent away. Blackboard sketch. 
 
 (31) 
 
Fig. 1. — Tapping a maple tree. 
 
 4. Maple sugar is made from the sap of the maple tree. (One day.) 
 
 i2e/s.— Chamberlain, How We Are Fed, pp. 87-90. 
 Carpenter, North America, pp. 89-90. 
 King, Book III, pp. 75-77. 
 Carroll, Book III, pp. 198-201. 
 Chamberlain, North America, pp. 18-20. 
 
 Suggestions. — Visit the ''Sugar Bush" and watch the men do their work. 
 Notice how they tap the trees; how the sap is collected and taken to the 
 large kettle where it is boiled for quite a while and is finally ready for the 
 "sugaring off." Point out the difference in the making of sugar and 
 syrup. (See Fig. I, showing method of tapping trees.) 
 
 5. There are many factories along the coast and the rivers of New 
 
 England. A visit to a great factory is very interesting. 
 
 (Two days.) 
 
 jRefs.— Chamberlain, How We Are Clothed, pp. 96-105 ; 34-44 ; 162-170. 
 \ Allen, Industrial Studies, pp. 76-79. 
 
 Carpenter, North America, pp. 76-80; 82-84. 
 
 Suggestions. — Time will not permit intensive study of more than one 
 industry. Let the class choose the one they would like to know more about 
 from the following: cotton mills, iron goods, woolen mills, boot and shoe 
 factory, watch and clock factories. Take them on an imaginary journey to 
 it. Notice the raw material as it is brought in, how it is changed as it goes 
 through the different parts of the process and finally comes out as some 
 article well known to them. 
 
 X. Middle Atlantic States. (Ch. X, pp. 161-170.) 
 
 1. New York is the largest city in our land. The following sights 
 are of interest to the visitor : Liberty Statue ; crowded streets 
 and different kinds of street railroads ; Brooklyn Bridge ; sky- 
 scrapers; Central Park. (Three days.) 
 Ref s.—CarroU, Book III, pp. 4-13. 
 King, Book III, pp. 154-169. 
 Dodge, A Reader in Physical Geography, pp. 23-26. 
 
 Suggestions. — A general tour of New York City will serve to fix these 
 points. In order to do this satisfactorily it will be necessary to supplement 
 the text by reading from the above references. 
 
 (32) 
 
*2. Dairying is an important activity in New York State. Some of 
 
 our best cheese is made there. (One day.) 
 
 Refs. — Carpenter, Foods, pp. 107-126. 
 
 Allen, Industrial Studies, pp.' 226-231. 
 Chamberlain, How We Are Fed, pp. 41-54. 
 
 Suggestions. — Watch the men care for the cows as well as for the milk. 
 See how they tie the cows in the warm, clean stables where they are milked. 
 It will be interesting and instructive to notice how the butter and cheese 
 are made. 
 
 3. Coal is found in large quantities in Pennsylvania and West 
 
 Virginia. (Two days.) 
 
 Refs. — Carpenter, North America, pp. 211-218. 
 
 Bradish, Stories of Country Life, pp. 96-130. 
 Fairbanks, Stories of Mother Earth, pp. 177-182. 
 Shaler, Story of Our Continent, pp. 215-219. ' 
 
 Suggestions. — Give a brief history of its formation and tell how it is 
 mined. To get a good idea of the latter it will be best to take an imaginary 
 excursion into a coal mine. Here the pupils should see (by means of 
 pictures) how the coal is loosened, loaded into the cars or buckets and 
 brought to the surface. (Blackboard sketch of coal mine.) 
 
 Fig. 2. — A cross-section through an oil well. 
 
 4. Iron mining and manufacturing are important activities in Penn- 
 
 sylvania. (Two days.) 
 
 Refs. — Carpenter, North America, pp. 218-225. 
 
 Bradish, Stories of Country Life, pp. 134-146. 
 King, Book IV, pp. 51-60. 
 
 Suggestions. — This topic can be treated much the same as the one on coal. 
 Then follow by a visit to a factory to see how both the coal and the iron ore 
 are used in the work of making the latter into useful articles. Care should 
 be taken to avoid technicalities and uninteresting details of the process. 
 (Blackboard sketch will be valuable.) 
 
 5. Great fields of oil and gas are found in Pennsylvania and West 
 
 Virginia. (Two days.) 
 
 Refs. — Carpenter, North America, pp. 203-210. 
 Carroll, Book III, pp. 60-62. 
 King, Book IV, pp. 61-70. 
 3 — GEOG (33) 
 
It is interesting to teach how the wells are drilled and how the oil and 
 gas are cared for. The oil being run into large reservoirs or tanks to be 
 kept until it is needed. Much of it is made into such useful oils as kerosene 
 and gasolene. (See Fig. 2, showing cross-section through an oil well.) 
 
 Fig. 3. — Catching oysters. 
 
 *6. Chesapeake Bay is famous for its oysters, and Baltimore is the 
 center of the oyster trade. (One day.) 
 Ref. — Chamberlain, North America, pp. 46-52. 
 
 Suggestion. — Watch them plant the little oysters, then, see how they fish 
 for the grown ones. (See Fig. 3, showing how they catch oysters.) 
 
 7. Washington City is said to be the most beautiful city in the United 
 
 States. It has clean streets, wide and well shaded, and many 
 
 parks. In the Capital grounds the great Capitol Building and 
 
 the White House are located. (Two days.) 
 
 Refs. — Carpenter, North America, pp. 14-15. 
 Smith, Our Own Country, pp. 11-20. 
 Our Country East, pp. 131-143. 
 Carroll, Book III, pp. 47-52. 
 Chamberlain, North America, pp. 53-60. 
 
 Suggestions. — Show pictures of the above and point out the things men- 
 tioned together with any other interesting points in the pictures. 
 
 *8. Tobacco is the best known product of Virginia. (One day.) 
 Ref.— Allen, Industrial Studies, pp. 302-307. 
 
 Suggestions. — Here is a good chance for a lesson on the use of tobacco. 
 Point out that the cigars smoked in one year would pay for all the damage 
 done by the San Francisco fire and earthquake. 
 
 XI. Southern States. (Ch. XI, pp. 171-179.) (Two days.) 
 1. Cotton is the great product of the sunny South. 
 
 Refs. — Chamberlain, How We Are Clothed, pp. 39-56. 
 Carroll, Book III, pp. 159-16G. 
 King, Book IV, pp. 17-20; 33-35. 
 Carpenter, North America, pp. 109-118. 
 Smith, Our Own Country, pp. 131-133. 
 
 (34) 
 
Suggestions. — Show pictures of the ''mammies" picking cotton and the 
 little kinky-haired pickaninnies playing on the newly picked cotton, then 
 show one of the cotton picking machines. Compare the amount of cotton 
 picked, by the two methods, in a day. Visit a cotton gin (by means of 
 pictures and explanations) and notice how the cotton is separated from 
 the seed. It will be interesting and instructive to show the cotton, (1) in 
 the blossom, (2) in the boll, (3) after the seed has been removed, and, 
 (4) in the form of manufactured goods of some sort, e. g., cloth or rope. 
 
 2. Texas is the largest state in the Union. It is known for its cattle 
 
 ranches in the interior and the cotton fields along the coast. 
 
 (One day.) 
 
 i2ef«.— Smith, Our Own Country, pp. 139-145. 
 
 Allen, Industrial Studies, pp. 51, 54, 55, 58, 61, 209-210. 
 
 Suggestions. — Go out with the cowboys and watch them make a 
 *' roundup." See how the cattle are herded together to be separated so 
 that the calves may be marked and branded. Then later in the year they 
 round the cattle up for the purpose of separating the beef from the stock 
 cattle. The life of the cowboy is very dangerous and quite often he is 
 badly injured by having a horse throw him or fall upon him. 
 
 3. Sugar is made from the juice of the sugar cane which grows in 
 
 abundance along the moist, warm plains near the Gulf of 
 Mexico. (One day.) 
 
 Refa. — Carpenter, North America, pp. 143-150. 
 Allen, Industrial Studies, pp. 66-79. 
 
 Suggestions. — Notice how th^ ground is prepared for the planting of the 
 sugar cane. The cane is then cut into lengths of about a foot, dropped into 
 the furrows and covered with soil. Notice, later, how much it resembles 
 corn and how it is cared for till it is ready to be harvested. Mention the 
 fact that the juice is pressed out of the cane and boiled down to be made 
 into sugar, but do not attempt to give the process in detail. 
 
 4. The warm climate and rich soil of the south produce crops of 
 
 oranges, lemons, peanuts, sweet potatoes, and pineappies. (Two 
 days.) 
 
 Refs. — Carpenter, North America, pp. 130-185. 
 Our Country East, pp. 106-110. 
 Rupert, Geographical Reader, pp. 20-22. 
 
 Visit the various orchards, groves or fields and note how these fruits 
 grow. These are all well known to many children of our state and will 
 require but little time, except the pineapple. It resembles a pine cone 
 yet does not grow on a tree as many people suppose. (See the picture on 
 page 174 of the text.) Good pictures will furnish the best notion of how 
 it grows. 
 
 5. Rice is raised in low, marshy regions, particularly in South 
 
 Carolina. (One day.) 
 Refs. — Chamberlain, How We Are Fed, pp. 70-76. 
 
 Kirby, The World by the Fireside, pp. 93-102. 
 Smith, Our Own Country, pp. 128-130. 
 Carpenter, North America, pp. 120-122. 
 (35) 
 
Suggestions.— Notice how the fields are prepared for the planting, how 
 they are flooded, drained, cultivated, flooded again, and finally harvested. 
 Then comes the hulling and polishing. Call attention to the similarity 
 between a head of rice and a head of wheat or oats. 
 
 6. New Orleans is a busy city, established long ago by the French. 
 It is so low that great levees have been built to keep out the 
 Mississippi River. (One day.) 
 
 Refs.— Our Country East, pp. 67-72. 
 
 Carpenter, North America, pp. 138-143 ; 150-158. 
 
 King, Book IV, pp. 17-42. 
 
 Dryer, Lessons in Physical Geography, pp. 74-79. 
 
 Suggestions. — A trip along the levee will be instructive. Here they will 
 see hundreds of bales of cotton waiting to be shipped to the factories, 
 thousands of pounds of sugar and rice in sacks, and barrel after barrel of 
 molasses that has been made from the sugar cane. Altogether this will 
 be found to be a very busy place, for men will be loading and unloading 
 vessels of all sizes and descriptions. 
 
 XII. Central States. (Ch. XII, pp. 180-189.) 
 
 Give your reviews each day. See pages 63 to 80. 
 
 1. The Mississippi Kiver flows through the heart of the Southern 
 
 and Central States. A trip up this river show us much of the 
 
 central part of our country. (One day.) 
 
 Refs. — Carpenter, North America, pp. 156-158. 
 Smith, Our Own Country, pp. 155-163. 
 
 Suggestions. — Take an imaginary journey up the river. Notice the trees 
 and vines along the river banks. Now and then we pass an opening in the 
 trees cut by some farmer who has been clearing some land for a farm. 
 Notice the fields of sugar cane and cotton as we get farther up the river. 
 Small towns are seen quite frequently and occassionally a large city is 
 passed. The river is so crooked that it seems, at times, as if we were right 
 back where we were an hour or two before. Large levees are built along 
 the banks to keep the river from overflowing in the winter time. Sometimes 
 they break and then people are in danger of being drowned. 
 
 2. In the Central States are the prairies, vast, grass-covered, rolling 
 lowlands, upon which are now raised enormous crops of corn 
 and wheat, and which supply feed for thousands of cattle and 
 hogs. (Three days.) 
 
 Refs. — Chamberlain, How We Are Fed, pp. 7-43. 
 Fairbanks, Home Geography, pp. 189-198. 
 
 Bradish, Stories of Country Life, pp. 26-27; 89-95; 147-170. 
 Carroll, Book III, pp. 76-85. 
 
 Smith, Our Own Country, pp. 109-114 ; 170-178. 
 Rupert, Geographical Reader, pp. 39-45. 
 Carpenter, North America, pp. 159-171. 
 
 Suggestions. — Notice the broad, level prairies that were at one time 
 covered with grass. This has all been plowed under to make room for 
 fields of corn and wheat. Take a trip on the train to see how extensive 
 these corn fields really are. Study how it is planted, cultivated and 
 
 (36) 
 
harvested. See what it is used for. Study wheat growing in the same 
 • way. Compare the life in the corn belt with that in the wheat belt. 
 
 3. Chicago is famous for its stockyards and grain elevators. No city 
 has had a more remarkable and interesting growth. (Two 
 days.) 
 Refs. — Carpenter, North America, pp. 168-171. 
 
 Chamberlain, How We Are Fed, pp. 24-31. 
 Rupert, Geographical Reader, pp. 36-39. 
 
 Suggestions. — Spend one day on a visit to the stockyards and one day at 
 the grain elevators. At the stockyards, notice the men unloading the cattle 
 from the trains. See how they weigh and examine them for disease. Go 
 to the slaughterhouses and see how the cattle are killed and made ready 
 for the market. At the grain elevators, see the large bins into which the 
 grain is passed to be stored ready for shipment to other places. Notice 
 how the grain gets into these bins, how it is weighed, and how it is taken 
 out to be shipped. 
 
 4. Iron and copper are important products along the shores of Lake 
 
 Superior. (One day.) 
 
 Refs. — Rupert, Geographical Reader, pp. 30-31. 
 Carroll, Book III, pp. 75. 
 Carpenter, North America, pp. 179-184. 
 
 Suggestions. — ^Visit the copper mines. Tell the story of how the copper 
 mines were discovered by a pig. See the copper in the rocks as almost pure 
 metal. Visit the smelter and notice how the ore is put into the furnace 
 together with coal and limestone. Here it is heated very hot and comes 
 out at the bottom as melted copper. See how the men dip it up in ladles 
 and pour it into iron molds. This makes it into long narrow bricks ready 
 for shipment. 
 
 XIII. Western States. (Ch. XIII, pp. 190-202.) 
 
 Daily reviews. See pages 63 to 80. 
 
 1. Much of the western part of the United States is wild and rugged 
 
 and therefore is thinly settled. (One day.) 
 Refs. — Carpenter, North America, pp. 256-259. 
 Smith, Our Own Country, pp. 175-183. 
 Shaler, The Story of Our Continent, pp. 138-140. 
 
 Suggestions. — Show, by means of pictures, the rugged plateaus, the high 
 snow-capped mountains, the level parks surrounded by high hills, so that 
 the children may readily see for themselves why this region is so thinly 
 settled. Use pictures wherever possible to obtain them. 
 
 2. The western mountains are famous for their scenery and natural 
 
 wonders. The following are points of interest to the tourist: 
 Yellowstone Park, Pike's Peak, Mountain of the Holy Cross, 
 Garden of the Gods, Grand Canyon of the Colorado, the 
 petrified forest of Arizona, Yosemite Valley. (Eight days.) 
 
 (37) 
 
22e/s.— Johonnot, Geographical Reader, pp. 155-158; 352-360; 375-382. 
 Our Country West, pp. 161-167. 
 Rui)€rt, Geographical Reader, pp. 52-53. 
 Carpenter, North America, pp. 284-289; 273-274. 
 Smith, Our Own Country, pp. 183-187. 
 Carroll, Book III, pp. 144-146 ; 108-111. 
 Shaler, Story of Our Continent, pp. 110 ; 138-140. 
 Chamberlain, North America, pp. 125-133 ; 142-149. 
 
 Suggestions. — The most valuable material for this section is a good series 
 of pictures. In the Yellowstone National Park you will see the Yellowstone 
 River with the wild ducks swimming in the clear, cool water. You may- 
 wish to go fishing for trout if time permits. Farther up the stream are the 
 beautiful falls and magnificent canyon. Visit the Mammoth Hot Springs, 
 the old geysers that have ceased to act and the ones that are active at the 
 present time. You will also want to make a visit to Pike's Peak and ascend 
 the mountain by means of the cog railway. The Mountain of the Holy 
 Cross can be seen from the train as we journey along. It will be worth 
 while to visit the Garden of the Gods (by means of pictures) and notice 
 how nature has worked w^onders in the sculpture of the surface of the 
 earth. Pictures will be valuable in describing the beauties of the Grand 
 Canyon of the Colorado River, and the Petrified Forests of Arizona. Visit 
 the beautiful falls, the clear lakes and the cool, bubbling streams of the 
 Yosemite. 
 
 3, On the dry plateaus are found great herds of cattle, sheep, and 
 
 horses. This is the land of the cowboy. (Two days.) 
 Refs. — Chamberlain, How We Are Fed, pp. 59-71. 
 
 Rupert, Geographical Reader, pp. 7-8 ; 73-76. 
 
 Carpenter, North America, pp. 258. 
 
 King, Book V, pp. 1-12. 
 
 Our Country West, pp. 197-243. 
 
 Carroll, Book III, pp. 139-141. 
 
 Suggestions. — In imagination, mount a bronco and spend a day or two 
 with the cowboy. Help him to make a ''roundup" and separate the calves 
 from the main herd. Notice whether or not he is the same as the cowboy 
 we met in Texas. Watch the busy little shepherd dog as he helps take care 
 of the sheep. See how well trained he is. Try to corral a band of horses 
 and see how much more difficult it is than to handle the same number of 
 cattle. How do they brand sheep? 
 
 4. Salt Lake City and the region around it show what irrigation can 
 
 do for the desert region. (One day.) 
 
 Be/*.— Carpenter, North America, pp. 259-261 ; 263-264. 
 Smith, Our Own Country, pp. 193-194. 
 Carroll, Book III, pp. 147-149. 
 
 Suggestions. — Note the valuable farms that have been reclaimed by 
 water. Emphasize the fact that much of this land was of no value until 
 it was irrigated. Notice the clean streets, the Mormon Temple and Taber- 
 nacle and any other points of interest about Salt Lake City. 
 
 (38) 
 
Fig. 4. — Cross-section through a gold mine. 
 
 5. The gold and silver mines of the west have attracted many pros- 
 
 pectors and settlers. Here is the great gold producing region 
 of the earth. (Three days.) 
 
 Refs. — Sexton, Stories of California, pp. 37-66. 
 Carpenter, North America, pp. 239-248. 
 Fairbanks, Home Geography, pp. 116-119. 
 Fairbanks, Stories of Mother Earth, pp. 161-183. 
 Rupert, Geographical Reader, pp. 87-90. 
 
 Suggestions. — Pay special attention to the ' ' gold rush ' ' and trace, briefly, 
 some of its results. See the different ways in which gold is gotten from the 
 earth. Mention the hardships faced by the people who crossed the plains 
 in the early days and why they should take such chances. A result of the 
 **gold rush" is the settlement of the Pacific coast. 
 
 6. California is famed for her many kinds of fruits. (Two days.) 
 Refs. — Carpenter, North America, pp. 266-271. 
 
 King, Book V, pp. 128-129 ; 206-215. 
 Chamberlain, How We Are Fed, pp. 165-182. 
 Sexton, Stories of California, pp. 83-101. 
 Chamberlain, North America, pp. 150-166. 
 
 Suggestions. — Visit the orchards and notice how the trees and fruit are 
 cared for. It may be possible to take a real excursion which will be much 
 better than an imaginary one. Oranges, grapes and prunes are perhaps 
 the most important of the general orchard products, but in case any other 
 fruit is important in your region, make a particular study of it and a com- 
 parative study of the ones mentioned above. 
 
 7. Great redwood and pine forests are found along the Pacific coast 
 
 and in the Sierras, and lumbering is an important occupation. 
 (Two days.) 
 
 Refs. — Carpenter, North America, pp. 271-273. 
 Carroll, Book III, pp. 108-110. 
 Our Country West, pp. 131-139. 
 Fairbanks, Home Geography, pp. 199-205. 
 King, Book V, pp. 165-170. 
 
 Suggestions. — A day in the woods will do much to drive home the points 
 of this topic. Notice how the logs are cut and how they are gotten to the 
 mill to be made into lumber. Give some little idea of the difference 
 
 (39) 
 
between scientific lumbering where only the ripe trees are cut and destruc- 
 tive lumbering where all of the trees are cut irrespective of whether they 
 are mature or not. Notice how the redwoods are being exterminated. 
 
 8. Seattle, Los Angeles and San Francisco are the three principal 
 cities of the Pacific coast. Each is rich in the resources it has 
 behind it. (Three days.) 
 Refs. — Sexton, Stories of California, pp. 169-179. 
 Smith, Our Own Country, 213-217. 
 Carpenter, North America, pp. 274-278. 
 
 Suggestions. — Take a day for each city. Emphasize the things listed 
 below. 
 
 Seattle. — Notice that it has a cool climate in summer and a moderate 
 one in winter. SnoAV falls here in the winter but is soon melted by the 
 warm winds. A short distance from the city is the beautiful Mount 
 Rainier, one of the highest peaks in this region. Notice the fruits of this 
 region and the trade with Alaska and the Orient. 
 
 Los Angeles. — A large, prosperous city in a region of orange groves. 
 It has a good climate in both summer and winter. Many tourists come here 
 for their health and to spend the winter months. Here we find many good 
 schools. 
 
 San Francisco. — Situated on the San Francisco Bay, where the large 
 ships from all parts of the world come with passengers and freight; this is 
 going to continue to be a very important city. A large park furnishes an 
 excellent place to spend a few restful hours. Watch the animals and sit 
 under the trees. The Ferry Building as well as the ferries that cross the 
 bay are of interest. Notice some of the factories. Call attention to the 
 fact that it is the gateway to the interior not only of California but also 
 parts of the Rocky Mountain states. 
 
 XIV. Alaska. (Ch. XIV, pp. 203-204.) 
 
 Give your reviews each day. See pages 63 to 80. 
 
 1. Alaska, a territory of the United States, lies in the far north. Its 
 
 winters are long and cold and great portions of its surface are 
 covered with bleak tundras. (One day.) 
 Ref. — Carpenter, North America, pp. 298-300. 
 
 Suggestions. — Explain, by the use of pictures, how the country looks both 
 in winter and in summer. The high mountains, glaciers, icebergs, the 
 interior and northern part covered with snow the greater part of the year, 
 the tundras or frozen swamps in the north, and the forests, flowers and 
 fruits of the southern edge of Alaska are points to be considered here. 
 
 2. In the southern part of Alaska, along the Pacific coast, forests are 
 
 found and salmon fishing is carried on. Gold is an important 
 product of Alaska ; the life of the northern prospector is one of 
 hardship and adventure. Near Sitka are found the strange 
 totem poles. (Four days.) 
 
 (40) 
 
Refs. — Carpenter, North America, pp. 307-309. 
 
 Our Country West, pp. 3-11 ; 45-48 ; 21-25 ; 37-39. 
 Smith, Our Own Country, pp. 197-198. 
 Herbertson, North America, pp. 21-24. 
 Horton, The Frozen North, pp. 94-103. 
 Carroll, Book III, pp. 122-131. 
 King, Book IV, pp. 92-94. 
 
 Suggestions. — Spend one day on the salmon industry, telling how the 
 salmon live in salt water, go up the rivers to spawn and die. Tell hoAV the 
 young hatch and find their way back to the ocean. Here they grow to be 
 large fishes and in turn ascend the streams. Study the way they are 
 caught and canned so they may be kept for use as they are needed. Spend 
 one day with the gold hunter. Note his mode of life, the hardships he 
 endures, how he gets the gold, and compare these with the life of the miner 
 in California in the early days. . Notice the forests along the coast of 
 southern Alaska. Take a trip through the Inland Passage and notice the 
 beautiful scenery. Notice the situation of Sitka and find out what the use 
 of the totem poles is. 
 
 3. The Pribilof Islands in the Bering Sea are the home of the fur 
 
 seal. (Two days.) 
 
 Refs.—Ouv Country West, pp. 49-56. 
 
 Chamberlain, How We Are Clothed, pp. 147-153. 
 Carpenter, North America, pp. 303-306. 
 Jordan, Matka and Kotik. (Parts.) 
 
 Suggestions. — Spend the time allotted to this topic on the habits of the 
 seals, how they care for their young, how they obtain their food, where they 
 live winter and summer, and what their skins are good for. Tell of the 
 way the seals are killed and use it as a means of teaching a lesson in 
 sympathy for dumb animals. Show how it will be best to conserve the 
 seals by killing only certain ones and not killing every one within reach. 
 4. Along the northern and northwestern coasts of Alaska are found 
 the Eskimos. They are a short, dark race, wearing fur gar- 
 ments, driving dog teams and living in curious huts. They are 
 a peaceable people and gain their living by hunting and fish- 
 ing. (Two days.) 
 
 /2e/s.— Schwatka, Children of the Cold. (Whole book.) 
 Carpenter, North America, pp. 301-302. 
 Wade, Our Little Eskimo Cousin. (Whole book.) 
 
 Suggestions. — Teach the habits and customs so far as time will permit. 
 The trouble here will be to know when to stop. 
 
 XV. Canada and Other Countries north of the United States. (Ch. XV, 
 pp. 205-210.) 
 
 Do NOT OVERLOOK THE DAILY REVIEW. See pagcs 63 to 80. 
 1. Canada belongs to England. The resources of southern Canada 
 are much the same as those found in bordering regions of the 
 United States. (Two days.) 
 Refs. — Carpenter, North America, pp. 315-327. 
 Shaler, Story of Our Continent, p. 17S. 
 King, Book II, pp. 146-250. 
 Herbertson, North America, pp. 30-4S ; 50-81. 
 (41) 
 
Suggestions. — Take one day on the region from Lake Superior east. Pay 
 particular attention to the river industries. Take one day from Lake 
 Superior west. Note particularly the wheat belt, the immense forests 
 reaching from the Atlantic Ocean to the Rockies, herds of cattle on the 
 grassy foothills of the Rocky Mountains, large grainfields bordering the 
 United States, the glaciers and other beautiful scenery of the mountains 
 and the fishing of the streams and the Great Lakes. 
 
 2. Northern Canada is wild and bleak. Its dark forests and bleak 
 
 tundras are traversed by hunters, trappers and Indians. (One 
 
 day.) 
 
 Refs. — Carpenter, North America, pp. 810-314. 
 Rupert, Geographical Reader, pp. 93-99. 
 King, Book II, pp. 170-177. 
 
 Suggestions. — Call attention to the similarity between this region and 
 northern Alaska. "White men are seldom seen here. Wild animals of all 
 sorts are abundant and are killed by the natives for their valuable furs. 
 It would be interesting to go on a moose hunt. Ships can enter the Hudson 
 Bay only two or three months in the year. 
 
 3. The islands north of North America are mostly covered with ice 
 
 and snow. They are visited only by polar explorers and adven- 
 turous fur traders. Greenland, owned by Denmark, is almost 
 covered by a great glacier. (Two days.) 
 
 Refs.— Kirhy, The World by the Fireside, pp. 27-29. 
 
 Shaler, Story of Our Continent, pp. 79-80 ; 126-127. 
 Carpenter, Australia and Islands, pp. 375-380. 
 Horton, The Frozen North. (Parts.) 
 
 Suggestions. — Spend the time talking over the work of such men as 
 Franklin, Kane, Greely, Schwatka and Nansen in exploring the Northland. 
 Note particularly the hardships due to cold and also lack of roads. Study 
 Greenland by crossing it as Nansen did. (See, Horton, pp. 104-121.) 
 
 XVI. Gauntries south of the United States. (Ch. XVI, pp. 211-215.) 
 
 1. Mexico is famous for its silver mines and its herds of cattle and 
 
 horses. (One day.) 
 
 Refs. — Carpenter, North America, p. 343. 
 
 Herbertson, North America, pp. 216-217. 
 
 Suggestions. — Take a journey to the volcano Popocatepetl and notice the 
 herds of cattle, sheep and horses on the foothills along the way. Visit the 
 silver mines and notice what kind of people do the work. 
 
 2. Central America consists of a number of disorderly republics. 
 
 Its climate is hot and unhealthful, and tropical forests and 
 
 products are to be found. (Two days.) 
 
 Refs. — Herbertson, Central and South America, pp. 38-40; 49-52. 
 Carpenter, North America, pp. 345-352. 
 
 Suggestions. — Notice the warm climate, the tropical vegetation, and fruits 
 such as coffee, bananas, cocoa, thickly growing trees, among which we notice 
 the rubber trees, and the vines that twine from tree to tree. Such valuable 
 
 (42) 
 
woods as mahogany, ebony and rosewood are found here. The people are 
 much like the Mexicans. These countries are often at war with each other. 
 
 3. The natives of Mexico and Central America are mostly a mixture 
 
 of Spanish and Indian blood. As a rule they are poor, ignorant 
 
 and lazy. They live in wretched huts and have the barest 
 
 necessaries of food and clothing. (One day.) 
 
 i2e/s.— Carpenter, North America, pp. 327-330; 334; 336-345. 
 Herbertson, North America, pp. 217-219 ; 221-222. 
 Rupert, Geographical Reader, pp. 111-117; 119-120; 131-133. 
 
 Suggestions. — Take a drive around the City of Mexico and notice the few 
 rich people riding in their carriages and the many poor people walking. 
 Corn is the chief food of the poor people. See how they prepare it for 
 food. Emphasize the things mentioned in the paragraph above and show 
 how ignorance and poverty are usually akin. 
 
 4. Cuba, the largest island of the West Indies, is now an independent 
 
 nation. Its principal products are sugar and tobacco. Havana 
 
 is the center of its trade. (Two days.) 
 
 Refs. — Carpenter, Australia and Islands, pp. 357-366. 
 Carroll, Book II, pp. 163-173. 
 Wade, Our Little Cuban Cousin, pp. 45-71. 
 Seabury, Porto Rico, pp. 84-98. 
 
 Suggestions. — Bring out some of its history, especially the part played 
 by the United States. Compare the cultivation of the sugar here with 
 what we saw in the Southern States, Some of the finest tobacco in the 
 world is grown here. 
 
 Map Drill. — Give a map drill on North America, including the United 
 States. (See Bulletin No. V, pp. 18 ff. ; 31-32 ; 36 ; 46.) 
 
 XVII. SOUTH AMERICA. (Ch. XVII, pp. 216-224.) 
 
 Remember your daily review. See pages 63 to 80. 
 
 Map Drill. — Give a map drill on this continent before taking up the 
 descriptive work. (See Bulletin No. V, pp. 25; 37; 46-47.) 
 
 1, A trip to the summit of the Andes Mountains takes us from 
 
 tropical lowlands to regions of perpetual snow. Many interest- 
 ing sights may be seen on the way. (One day.) 
 Refs. — Coe, Our American Neighbors, pp. 268-270. 
 Carpenter, South America, pp. 115-123. 
 Kirby, World by the Fireside, pp. 142-145. 
 
 Suggestions. — Take the train at Valparaiso for a trip over the mountains. 
 At first notice the vinej^ards and orchards of orange and lemon trees, then 
 the cultivated fields where the men are plowing with oxen, the high two- 
 wheeled carts used to haul the grain to the stations to be shipped to other 
 places, the high Andes, the little stone huts on the mountains to serve as 
 shelter during storms, the monstrous condors, and finally the pampas of 
 Argentina, which we shall see again. 
 
 2. The Incas once ruled over the Indians whose descendants still live 
 
 in the highlands of Peru. These Indians had a considerable 
 (43) 
 
degree of civilization. They were conquered by Pizarro. 
 (One day.) 
 Refs. — Coe, Our American Neighbors, pp. 287-288. 
 
 Markwick and Smith, South American Republics, pp. 24-25. 
 
 Suggestions. — Make a study of the Incas civilization, such as the temples 
 found by the Spaniards, Cuzco the chief city of the Incas, their queer, 
 bright-colored clothing, their queer shaped hats and the odd knit caps. 
 
 3. Along the Amazon River the climate is hot and moist. Forest 
 
 creepers and orchids are found in profusion; strange animals 
 
 abound. Here are the great forests of rubber trees. (Two 
 
 days.) 
 
 Refs. — Carpenter, South America, pp. 800-827. 
 
 Coe, Our American Neighbors, pp. 223-287. 
 
 Strange Lands Near Home, pp. 52-59. 
 
 Markwick and Smith, South American Republics, pp. 205-220. 
 
 Suggestions. — The size of the river, the many islands, the queer huts 
 along the banks, the dugout boats in which the people go from one place to 
 another, the massive trees and air plants, numerous bright-colored birds, 
 the many animals, cacao trees, Brazil nut trees, and rubber trees are among 
 the things to be noted. Visit a rubber plantation and watch the men 
 gather the sap and prepare it to be shipped away. 
 
 4. Argentina and the La Plata prairies are covered with wheat 
 
 fields and herds of cattle. Here are the pampas lands. (Two 
 
 days.) 
 
 Refs. — Coe, Our American Neighbors, pp. 263-265: 
 
 Carpenter, South America, pp. 192-200; 188-192. 
 
 MarkAvick and Smith, South American Republics, pp. 239-247 ; 
 
 265-269. 
 Herbertson, Central and South America, pp. 130-182. 
 
 Suggestions. — Put one day on Buenos Aires and one day on the wheat 
 and cattle region. Compare these regions with our own country. In 
 Buenos Aires the following points are of interest: the factories, the ship- 
 ping of wool, the colleges and churches, the people, the Basques, the various 
 markets, the peddlers and the city parks. In the wheat region notice the 
 large fields, the locusts, plowing and sowing, harvesting and shipping, the 
 absence of barns, and compare with the United States in these things. In 
 the cattle region notice the cowboys and their outfits, and see how they 
 differ from those we saw in Texas and the Western States. Pay special 
 attention to the character of the pampas lands. 
 
 . Map Drill.— Give a map drill on South America. (See Bulletin No. V, 
 pp. 25; 37; 46-47.) 
 
 XVIII. EUROPE. (In general.) (Ch. XVIII, pp. 225-245.) 
 
 Map Drill. — Give a map drill on Europe before taking up the descriptive 
 work. (See Bulletin No. V, pp. 29-30; 40; 48-49.) 
 
 Eemember your daily review. See pages 63 to 80. 
 
 1. Europe forms the western section cf Eurasia. It is about the size 
 of the United States and Alaska, but its population is almost 
 (44) 
 
five times as great. It is divided into many countries. (Three 
 days.) 
 Suggestions.— It will be interesting to show by diagram the relative size 
 and population of Europe and the United States. 
 
 I. Great Britain. (Ch. XVIII, pp. 225-229.) 
 
 1. Long ago, after much fighting, England forced Wales, Ireland 
 
 and Scotland under its domain. Now they are called Great 
 Britain and Ireland and are under a single government. (Two 
 days.) 
 Refs.—GnerheT, Story of the English, pp. 13-17 ; 24-26 ; 44-53. 
 
 Pratt, Stories of England, pp. 5-6-5. 
 
 Peeps at Many Lands — Ireland. (Pictures.) 
 
 Suggestions. — Take a brief glimpse at the early peoples of this region, 
 note how changes were brought about by invasions from the main land. 
 Then call attention to the fact that Scotland sought to form and maintain a 
 separate government, as did also Ireland. But now they are together in a 
 single unit. Pictures will be found very valuable here. 
 
 2. Great Britain has possessions in many lands and is the most 
 
 powerful nation in the world. She is called the "mistress of 
 the seas." (One day.) 
 
 Suggestions. — Call attention to the fact that the "Sun never sets on 
 English territory." Notice some of the most important possessions, such 
 as Canada, India, New Zealand, Australia and portions of South Africa. 
 Her greatness and supremacy are due to her large navy and great number 
 of merchant vessels. 
 
 3. London is a great center of commerce and is the largest city in 
 
 the world. (Two days.) 
 
 Refs. — Carpenter, Europe, pp. 66-84. 
 By Land and Sea, pp. 3-11. 
 Ballou, Footprints of Travel, pp. 321-333. 
 
 Suggestions. — Notice the large number of ships coming and going. View 
 them from London Bridge or visit some of the docks. This will be 
 sufficient to indicate the value of the commerce. Call attention to the 
 enormous size of the city and take a trip through parts of it to see such 
 sights as London Bridge, Thames River, the narrow crowded streets, St. 
 Paul's Cathedral, Bank of England, Tower of London and the Westminster 
 Abbey. 
 
 4. Vast deposits of coal and iron have made central England rich in 
 
 mines and factories. (One day.) 
 Ref. — Carpenter, Europe, pp. 57-58. 
 
 Suggestions. — Visit the coal fields and the iron mines in the different 
 parts of the country and notice that the factories are situated near them. 
 Pay some attention to the knife factory, for the girls and boys all have use 
 for knives. Note that many of the things used in making the knives come 
 from other places. This is a dirty region because there is so much coal 
 smoke from the factories. 
 
 (45) 
 
5. Glasgow, Scotland, is known for its shipbuilding. (One day.) 
 
 Refs. — George, Little Journeys to Scotland and Ireland, pp. 8-13. 
 Knox, Great Britain and Ireland, pp. 113-134. 
 
 Suggestions. — Glasgow is a smoky city, much the same as those we saw 
 farther south. Here we notice large numbers of ships and learn that many 
 of them are built here. Visit the shipyards and notice the large ships that 
 are just being built. It is extremely noisy because so many hammers are 
 going at the same time. Notice what kinds of materials are used in building 
 the ships. 
 
 6. Ireland is largely given over to farming. Much of the food of 
 
 England is raised in Ireland. (Two days.) 
 
 Refs. — Little Journeys to Scotland and Ireland. (Parts.) 
 Carpenter, Europe, pp. 15-30. 
 
 Suggestions. — In teaching this section notice particularly the damp 
 climate, the green trees, beautiful gardens, lakes, swamps, farms of rich 
 black soil, queer carts on which we may ride when we go there, the hedges 
 and stone walls, the meadows where fat sheep and cattle are grazing, the 
 growing of potatoes, the poor people, their traits, mode of life, and homes. 
 
 7. Great Britain was the^home of our forefathers who settled this 
 
 country. There are many old stories and traditions about 
 
 Great Britain for us to know, and many interesting places for 
 
 us to know about. (Four days.) 
 
 Refs. — Guerber, Stories of the English, pp. 13-53. 
 Pratt, Stories of England, pp. 5-52. 
 
 Suggestions. — If this has not been covered in the topic given above, it 
 would be well to go back to the Roman Conquest and learn some of the 
 traditions and customs of the early people of this country and some of the 
 fierce battles fought by them in their efforts to be free. Pick out a few of 
 the heroes and tell how they fought for their country. Follow this line of 
 work up to about the time when our forefathers left there. Pictures of 
 the early Britons would lend interest to the subject. 
 
 II. The Norse Countries. (Ch. XVIII, pp. 229-231.) 
 
 *1. The people of Norway, Sweden and Denmark are very much 
 
 alike in appearance, language, customs and occupations. (One 
 
 day.) 
 
 Refs. — Andrews, Ten Boys. (Parts.) 
 
 George, Little Journeys to Norway and Sweden. (Parts.) 
 Hall, Viking Tales. (Parts.) 
 
 Suggestions. — These people are light complexioned, even-tempered, and 
 live by dairying, farming, fishing, and manufacturing. Many of them wear 
 the old-fashioned wooden shoes and queer dresses. Hospitality is one of the 
 ehief characteristics. They hang out bundles of grain and ears of corn for 
 the birds at Christmas time. They often carry their produce to market on 
 their backs. Notice the clean, narrow streets in the cities. Many of the 
 stores are in the second story. The reindeer of Lapland is interesting and 
 important. 
 
 (46) 
 
*2. Since early times the people of Scandinavia have been famous 
 seafarers. (One day.) 
 Refs, — Davis, Norway Nights and Russian Days, pp. 45-52. 
 Carroll, Book II, pp. 83-87. 
 Ballou, Footprints of Travel, pp. 239-240 ; 252-253. 
 
 Suggestions. — Show that since there is so much water and so many good 
 harbors here the men naturally take to the seafaring life. They are great 
 fishermen and the best of sailors. They will be found on the merchant ships 
 of all nations. Cod and herring are among the most important fish of this 
 region. 
 
 3. The climate of Norway, Sweden, Denmark, and the British Isles 
 as well, is tempered by warm westerly winds blowing across the 
 Gulf Stream. (One day.) 
 Refs. — Johonnot, Geographical Reader, pp. 330-331. 
 Carpenter, Europe, p. 168. 
 Ballou, Footprints of Travel, pp. 238 ; 266-267. 
 
 Suggestions. — The warm water to the west of these countries warms the 
 winds that blow over them so that it is not so cold as it would be otherwise. 
 Compare the people, their habits and customs, the products and the temper- 
 ature of this region with those of Labrador and Greenland. They would 
 be the same if it were not for the warm winds. Parts of Norway and 
 Sweden are very cold in winter. 
 
 III. The Russian Empire. (Ch. XVIII, pp. 231-232.) 
 
 1. Peter the Great is the best known Russian ruler. He did a great 
 
 deal to develop his country. (One day.) 
 Ref. — Carpenter, Europe, pp. 335-339. 
 
 Suggestions. — Bring out the fact that, up to the time of Peter the Great, 
 Russia was a backward nation. He set about to develop the navy, improve 
 the foreign trade, and introduced the ways and customs of more advanced 
 nations. In order that he might be able to do better he went to foreign 
 countries to make studies of what he saw there. He worked for a time as 
 a ship carpenter. He improved education, and introduced printing and 
 changes of dress into Russia. 
 
 2. Two important exports, wheat and oil, are produced in Russia. 
 
 The regions to the north are too cold and much of Siberia is too 
 
 dry for crops. (Two days.) 
 
 Refs.— Coe, Modern Europe, Ch. XXI (parts), pp. 359-360; 386-390. 
 King, Northern Europe, pp. 309-343. 
 Pratt, Northern Europe, pp. 45-53. 
 Northern Europe, pp. 109-122. 
 
 Suggestions. — Notice the location of the wheat region of Russia,' how the 
 land is worked, the crops harvested and sent out of the countrj^, and com- 
 pare with the same industry in the United States. Take up the oil pro- 
 duction and compare with the same industry in our own country. Explain 
 the character and cause of the steppes. Why is the northern part so cold 
 and bleak ? Notice the character of the people living there. 
 
 (47) 
 
3. Those who oppose the Russian government are sent as exiles to 
 Siberia. (One day.) 
 Refs. — Coe, Modern Europe, pp. 370-374. 
 
 Rupert, Geographical Reader, pp. 269-272. 
 Wade, Our Little Russian Cousin. (Parts.) 
 George, Little Journeys to Russia. (Parts.) 
 
 Suggestions.— Talk over the kind of a government found in Eussia by 
 considering the following points: the Czar and his absolute rule; the 
 ignorance of the peasants; how the people sometimes oppose this sort of 
 government ; how they are treated in exile. 
 
 IV. Germany. (Ch. XVIII, pp. 233-234.) 
 
 1. Berlin is a city of good rules and is well kept. (One day.) 
 Refs. — Herbertson, Europe, pp. 64-67. 
 
 Carpenter, Europe, pp. 203-223. 
 
 Suggestions.— Notice the clean, well-kept streets, the neat houses and 
 parlvs, and the universities and other schools. This is the capital of Ger- 
 many and therefore the home of the emperor. The Royal IMuseum and the 
 art galleries are worthy of mention on account of their size and value. 
 
 2. The farming resources of Germany may be well studied by a trip 
 
 up the Rhine. (Two days.) 
 
 Refs. — Northern Europe, pp. 104-108. 
 
 AndreAVs, Seven Little Sisters, pp. 85-97. 
 Wade, Our Little German Cousin (Parts). 
 Knox, Northern Europe, pp. 164-172 ; 182-190. 
 
 Suggestions. — Take a trip up the Rhine River, noting the fields of wheat, 
 hops, sugar beets and grapes. Incidentally it would be interesting to 
 notice the old castles and quaint cities along the river. 
 
 V. Holland. (Ch. XVIII, pp. 234-235.) 
 
 1. Holland is largely made up of land won from the sea. On every 
 
 hand one sees dikes, windmills and canals. (One day.) 
 
 Refs. — Carpenter, Europe, pp. 135-140. 
 
 Coe, Modern Europe, pp. 137 ; 133-134. 
 Peeps at Many Lands — Holland, pp. 17-18. 
 
 Suggestions. — Show pictures of the dikes and windmills and also one that 
 will show that the surface of the sea is about on a level with the second 
 story of the houses. Show the need for dikes and the use of canals and 
 windmills. 
 
 *2. Most of the people of Holland devote their time to farming or 
 fishing. They are a simple, cleanly and thrifty folk. (One 
 day.) 
 Refs. — Chamberlain, How We Are Clothed, pp. 21-24. 
 
 George, Little Journeys to Holland, Belgium and Denmark. (Parts.) 
 
 Suggestions. — Cattle and dairy products should be studied in such a way 
 as to see how they differ from those in the United States. Notice that the 
 country is at no place many hundred feet above the level of the ocean. 
 Amsterdam and Rotterdam are quaint old cities and are important for 
 their commerce. 
 
 (48) 
 
YI. Belgium. (Ch. XVIII, p. 236.) 
 
 *1. The lowlands of Belgium and the lowlands of Holland are very 
 much alike in character and occupations of the people. In the 
 cities much manufacturing is done. The country is famous for 
 laces and weaving, and Brussels, the capital, is the home of 
 carpet weaving. (One day.) 
 Refs. — George, Little Journeys to Holland, Belgium and Denmark. (Parts.) 
 By Land and Sea, pp. 16-21. 
 
 Suggestions. — Call attention to the similarity between this country and 
 Holland and point out the fact that its highlands have a greater elevation 
 above the sea than those of the latter. Notice particularly the Brussels 
 carpet and lace manufacture, and the iron works. 
 
 VII. France. (Ch. XVIII, pp. 236-238.) 
 
 1. Paris, the capital of France, is said to be the most beautiful city 
 
 in the world. It is full of attractions for visitors. (Three 
 
 days.) 
 
 Refs. — Peeps at Many Lands — France. (Parts.) 
 By Land and Sea, pp. 22-26. 
 Coe, Modern Europe, pp. 249-278. 
 
 Suggestions. — Visit the picture galleries, notice the beautiful, clean 
 streets, the boulevards, the parks and public fountains. Go out some warm 
 summer evening to watch the gaily dressed men and women promenade. 
 Notice how the Seine River is treated within the city limits. 
 
 *2. Silk culture and wine-making are important industries of 
 
 France. (Two days.) 
 
 Refs. — Peeps at Many Lands — France. (Parts.) 
 
 Chamberlain, How We Are Clothed, pp. 85-98. 
 
 Suggestions. — Study the silk industry by watching the silkworm grow 
 and spin its cocoon, then notice how the silk is gotten from the cocoon and 
 finally woven into cloth. Notice the food of the growing worm. Visit the 
 grape district and compare it with like districts in our own country. Visit 
 the wineries and see them make the wine. Notice the wheat, and sugar 
 beets growing in the northern part. 
 
 VIII. Spain and Portugal. (Ch. XVIII, pp. 238-240.) 
 
 1. Long ago Spain and Portugal had a rich trade with their colonies. 
 Now they have lost their colonies and are very poor. (Two 
 days.) , 
 
 Refs.—llaXe, Stories of the Sea, pp. 52-78. 
 
 George, Little Journeys to Italy, Spain and Portugal. (Parts.) 
 Jenks, The Boy's Book of Explorations, pp. 1-15. 
 
 Suggestions. — Take the time to point out on the map the most important 
 of Spain's and Portugal's early possessions and show that they have grad- 
 ually slipped away till at the present time practically nothing remains in 
 their possession outside of their own boundaries. The chief reason for this 
 has been the brutal manner in which the colonies were ruled. • 
 
 4 — GEOG (49) 
 
2. Although most of the people of Spain are poor, they are a happy 
 people and enjoy their holidays, bullfights, siestas, serenades, 
 and gay dances as though they had no worries. (One day.) 
 I^efs.— George, Little Journeys to Italy, Spain and Portugal. (Parts.) 
 Carpenter, Europe, pp. 428-^36 ; 445-452. 
 
 Suggestions.— Take a journey to Spain and attend the various amuse- 
 ments noted above. Notice, also, the dry western plains and the plateaus 
 where cattle and sheep are raised. 
 
 IX. Italy. (Ch. XVIII, pp. 240-241.) 
 
 1. In ancient times Rome was the center of a great empire. The 
 
 city still shows some ruins that tell of its ancient greatness. 
 (Two days.) 
 Refs. — By Land and Sea, pp. 32-41. 
 
 Carpenter, Europe, pp. 397-428. 
 
 Under Sunny Skies, pp. 30-37; 55-66. 
 
 The Wide World, pp. 73-78. 
 
 George, Little Journeys to Italy, Spain and Portugal. (Parts.) 
 
 Wade, Our Little Italian Cousins. (Parts.) 
 
 Suggestions. — Visit the Colosseum where the Christians were fed to the 
 lions, the catacombs where the Christians found refuge, St. Peter's church, 
 the Vatican, the Pantheon, the castle of St. Angelo, the Forum, the 
 triumphal arches, and notice the ancient roads. 
 
 2. Venice, Milan, Florence and Naples are interesting Italian cities 
 
 for the tourist to visit. (Four days.) 
 
 Refs. — By Land and Sea, pp. 32-41. 
 
 Carpenter, Europe, pp. 397^28. 
 
 Suggestions. — Spend one day in each of the above named cities. In 
 Venice will be seen : the Grand Canal, the Rialto, the Cathedral of Venice, 
 the church of St. Mark, the buildings decorated with the mosaics, the palace 
 of the Doges, and the Bridge of Sighs. Take a ride in a gondola some moon- 
 light evening. In Naples note the following : the happy people, workshops 
 in the streets, bright colors in the decorations and dresses, stalls along the 
 streets filled with flowers, vegetables or eatables, and the lottery. In 
 Florence look for the following: vineyards and orchards around the city, 
 the lofty Apennines in the distance, the palaces, churches, statues and 
 pictures, the Piazza del Duomo, the Cathedral, the Shepherd's Tower, the 
 Campanile, the Baptistry, the Brothers of Mercy, the happy people and 
 their numerous holidays. In Milan the following will be noted : the great 
 quantity of silk goods in the stores, the Cathedral, the monument of 
 Columbus, and th*e Lombardy plains surrounding the city. 
 
 3. Olives and grapes are important crops in Italy. Sicily is famous 
 
 for its lemons. The Italian farmer is a thrifty, industrious 
 worker. (One day.) 
 
 Refs.— Vnder Sunny Skies, pp. 19-29 ; 38-54. 
 
 Chase and Clow, Stories of Industry, pp. 49-53 ; 54-58. 
 Coe, Modern Europe, pp. 329-331. 
 
 Suggestions. — Notice the wheat fields, the orchards and vineyards of the 
 northern part of Italy. Rice is also an important product. Olives are 
 
 (50) 
 
grown in large numbers and the fruit pickled or made into a high grade 
 of olive oil. Study the life of the peasant, noting how he lives and why he 
 is so happy. Visit Sicily and notice particularly the lemon orchards. 
 Notice the people and their way of living. 
 
 X. Switzerland. (Ch. XVIII, pp. 241-242.) 
 
 1, Switzerland is famous for its mountains and tourists come from 
 
 all over the world to view its scenery and climb its crags. The 
 
 Swiss are hardy mountaineers. (Two days.) 
 
 Refs. — George, Little Journeys to France and Switzerland, pp. 3-51. 
 Northern Europe, pp. 225-249. 
 Shaw, Big People and Little People of Other Lands, pp. 77-82. 
 
 Suggestions. — Visit some of the lakes, such as Geneva and Lucerne. 
 Notice the steep crags and mountainsides from which avalances often rush 
 upon the region below, the glaciers of the high Alps, and climb one of the 
 peaks such as the Matterhorn. Go for a toboggan slide with some of the 
 boys and girls and later go hunting for the chamois. 
 
 2. The Swiss people are thrifty and industrious. Dairying, wood 
 
 carving and watchmaking are common activities. (One day.) 
 
 Refs. — Northern Europe, pp. 95-103. 
 
 Wade, Our Little Swiss Cousin. (Parts.) 
 Coe, Modern Europe, pp. 236-238. 
 
 Suggestions. — Imagine that you are to spend the summer on the Alps 
 with the herdsman while the other folks are busy making hay in the valleys 
 below. Sometimes hay is made from grasses gathered from the rocky 
 mountain sides. Watch the women milk the cows and make cheese and 
 butter from the milk. Compare these with the same things in our own 
 country. Watch the watchmaker, the toymaker or the woodcarver at his 
 work. 
 
 XI. Austria-Hungary. (Ch. XVIII, pp. 242-243.) 
 
 *1. Vienna, on the beautiful Danube River, is the capital of Austria- 
 Hungary. It is a busy commercial center and is one of the 
 most beautiful cities of Europe, (One day.) 
 Refs.— Under Sunny Skies, pp. 123-131. 
 
 Benedict, Stories of Persons and Places in Europe, pp. 252-275. 
 
 Suggestions. — Take a trip up the Danube River to Vienna. Notice the 
 castle ruins, the cities, the fields of wheat, and the flocks along the banks 
 of the stream. The people wear queer clothes. Here w^e will see parks 
 cathedrals, churches, art galleries and all such things of interest. 
 
 XII. Greece. (Ch. XVIII, pp. 243-244.) 
 
 1. Many old stories and ancient ruins still tell us of the days when 
 the Greeks were the leading people of the world. (Two days.) 
 
 Refs. — Andrews, Ten Boys, pp. 48-80. 
 Carpenter, Europe, pp, 381-392. 
 Guerber, Story of the Greeks. (Parts.) 
 
 Suggestions. — Tell some of the myths that are more or less connected with 
 the early history of Greece. In Athens, the capital, we see magnificent 
 
 (51) 
 
ruins, the Acropolis, and the Parthenon. Notice the people and their cus- 
 toms, such as the public baker, and the various kinds of peddlers. Fruits, 
 such as oranges and figs, are abundant here. 
 
 XIII. Turkey. (Ch. XYIII, pp. 244-245.) 
 
 1. The Turks are Mohammedans. Constantinople is the capital of 
 
 Turkey. (One day.) 
 
 Refs. — Carpenter, Europe, pp. 371-381. 
 
 Knox, Egypt and the Holy Land, pp. 17-20. 
 
 Smith, Life in Asia, pp. 314-324. 
 
 Starr, Strange Peoples, pp. 60-69. 
 
 Wade, Our Little Turkish Cousin. (Parts.) 
 
 Suggestions. — Give some of the history of Constantinople, calling atten- 
 tion to the many times it has changed hands. Notice the churches and 
 something of the religion of the Mohammedans, the queer dress of the 
 people, the porters carrying huge boxes on their backs, the thousands of 
 dogs, the bazaars and the building in which many of the government 
 officials stay. Notice the crude methods of farming employed in the 
 country. Call attention to the poor government given these people. 
 
 Map Drill. — Give a map drill on Europe. (See Bulletin No. V, pp. 29- 
 30; 40; 48-49.) 
 
 XIX. ASIA. (General Introduction.) (Ch. XIX, pp. 250-251.) 
 
 Give your daily reviews. See pages 63 to 80. 
 
 1. Eeview of map work on Asia. Emphasize the physical features, 
 and make reference to variations in climate and surface con- 
 ditions. (One day.) (See Bulletin No. V, pp. 28-29; 39-40; 
 
 48.) 
 
 I. Southwestern Asia. (Ch. XIX, pp. 251-254.) 
 
 1. Palestine, once the country of the Jews, now belongs to Turkey. 
 
 It is a land rich in its religious associations. (Two days.) 
 Refs. — Wade, Our Little Jewish Cousin. (Parts.) 
 Miller, Little People of Asia, pp. 60-98. 
 Knox, Egypt and the Holy Land, pp. 24-29. 
 Smith, Life in Asia, pp. 287-310. 
 
 Suggestions.— Visit Palestine and see the Holy City of the Christians, 
 with its queer houses and narrow, winding streets, the many different kinds 
 of people, the limestone wall surrounding the city, the. Mosque of Omar, 
 the Church of the Holy Sepulchre, the Mount of Olives, the country, which 
 is rocky and barren in places, while in others it is very fertile. 
 
 2. Mecca is the Holy City of the Mohammendans. (One day.) 
 Refs. — Carpenter, Asia, pp. 375-381. 
 
 Knox, Egypt and the Holy Land, pp. 17-20. 
 
 Suggestions.— Visit Mecca, the birthplace of Mohammed. Manv followers 
 of him visit here as a part of their religion. Notice the great Mohammedan 
 temple m which we see the famous black stone. Call attention to the sandy 
 region with its rocky hills. Mecca is said to be the hottest city in the world. 
 
 (52) 
 
3. In Arabia many of the people are nomads scattered among the 
 
 oases of the desert. (One day.) 
 
 72e/s.— Carpenter, Asia, pp. 273-282. 
 
 Allen, Children of the Palm Lands, pp. 115-134. 
 Smith, Life in Asia, pp. 273-286. 
 Andrews, Seven Little Sisters, pp. 23-42. 
 Andrews, Each and Ail, pp. 57-90. 
 
 Suggestions. — This is a dry region, where it rains but little and water 
 must be bought. Land at Aden and get an impression of the region and 
 of this city. Notice the houses, and the streets. In the country notice the 
 absence of rivers, the poor soil, the rocky deserts, the people who wander 
 from place to place, live in tents, tend herds of camels and flocks of sheep, 
 the fine horses, and here and there villages which are so dusty that they 
 resemble dust heaps. 
 
 4. Coffee is the chief export of Arabia and Mocha is its shipping 
 
 point. (One day.) (See 3.) 
 
 Refs. — Smith, Life in Asia, p. 276. 
 Carpenter, Asia, p. 273. 
 
 Suggestions. — Visit Mocha and the coffee plantations to see if coffee is 
 cared for here the same as it is in South America. Ostrich feathers are 
 also an important export. 
 
 5. Persia is famed for its fine rugs and shawls. (One day.) 
 Refs. — Carpenter, Asia, pp. 265-273. 
 
 Rupert, Geographical Reader, pp. 273-282. 
 Toward the Rising Sun, pp. 129-134. 
 Andrews, Ten Boys, pp. 25-47. 
 Smith, Life in Asia, pp. 253-269. 
 Miller, Little People of Asia, pp. 96-116. 
 
 Suggestions. — The main things to be emphasized under this topic are: 
 
 the wandering tribes with their herds of goats, sheep and yaks, the caravans 
 
 and their uses, the homes of the people, the wild animals such as lions, 
 
 leopards and tigers, products such as wheat, barley and cotton, the walls 
 
 • around the cities, and the fine rugs and shawls. 
 
 II. Siberia. (Ch. XIX, pp. 254-255.) 
 
 1. Little has been done to develop Siberia. In the north are bleak 
 tundras, and in the south are the wide, semi-arid steppes. The 
 rich central portion has a scattered population. (Two days.) 
 Refs.— Smith, Life in Asia, Ch. XXII. 
 
 Kennan, Tent Life in Siberia. (Parts.) 
 Knox, Russian Empire, Chs. XIV, XV, XX. 
 
 Suggestions. — Point out the different regions, such as the tundras and 
 the steppes. The cold tundras and their inhabitants, consisting of the 
 wandering tribes and their herds of reindeer are noteworthy. In the 
 southern part notice the products, such as wheat. The houses are very 
 poorly built affairs. Tell the reason for this. 
 
 2. Siberia belongs to Russia and many Russians have been exiled to 
 Siberia for opposing the harsh government of the Czar. (One 
 day.) 
 
 (53) 
 
Refs. — Kennan, Tent Life in Siberia. (Parts.) 
 
 Wade, Our Little Russian Cousin. (Parts.) 
 George, Little Journeys to Russia. (Parts.) 
 Miller, Little People of Asia, pp. 262-280. 
 Smith, Life in Asia, pp. 241-252. 
 
 Suggestions. — The line of men and women, bound in chains, working in 
 the coal and iron mines day after day, contracting colds, many dying from 
 exposure or tubercular trouble, as a punishment for crimes either real or 
 imaginary. Oppression of the government has much to do with the crimes. 
 
 III. The Chinese Empire md Korea. (Ch. XIX, pp. 255-256.) 
 
 1. Long ago China had an advanced civilization. (One day.) 
 
 Refs.— Fratt, China, pp. 22-25 ; 30 ; 75-77. 
 
 Carpenter, Asia, pp. 128-134; 141-143. 
 Knox, Japan and China, pp. 385-387. 
 Smith, Life in Asia, pp. 162-165 ; 178-179. 
 Lee, When I Was a Boy in China, pp. 63-71. 
 Toward the Rising Sun, pp. 16-28. 
 
 Suggestions. — Point out the fact that China was an extremely old nation 
 at the time America was discovered. It dates back over four thousand 
 years. They knew how to print, make gunpowder and fireworks hundreds 
 of years ago. At one time it was the most advanced nation on the earth. 
 
 2. Many curious old customs and beliefs are found in China. (One 
 
 day.) 
 
 iee/s.— Pratt, Stories of China, pp. 126-131 ; 160-165. 
 Smith, Life in Asia, pp. 163-165. 
 Carpenter, Asia, pp. 123-125. 
 Lee, When I Was a Boy in China, pp. 18-21. 
 
 Suggestions. — Among the things to be noted are, ancestor worship, feed- 
 ing the departed spirits, the worshipping of idols, old style schools, methods 
 of traveling ; and many others if time will permit. 
 
 3. Tea raising is an important pursuit in China. (One day.) 
 
 Refs. — Chamberlain, How We Are Fed, pp. 70-76. 
 
 Andrews, Seven Little Sisters, pp. 61-63; 69-70. 
 Carpenter, Asia, pp. 66-67; 148-152; 200. 
 Smith, Life in Asia, pp. 151-156. 
 • Pratt, China, pp. 51-60. 
 Andrews, Each and All, pp. 91-95. 
 Kirby, Aunt Martha's Corner Cupboard, pp. 14-60; 121-184. 
 
 Suggestions. — ^Visit a tea plantation and see how the plants grow, how 
 they are cared for, how the leaves are gathered, cured and packed for ship- 
 ment. 
 
 4. Most of the people have a hard time to make a living. In many 
 
 parts of the country the population is very dense, thousands of 
 people live in boats. (One day.) 
 Refs.— Pratt, China, pp. 42-47 ; 67-74 ; 85-89 ; 91-98. 
 
 Andrews, Seven Little Sisters, pp. 57-70. 
 
 Carpenter, Asia, pp. 105-107 ; 11 1-120 ; 134-141 ; 143-145. 
 
 Smith, Life in Asia, pp. 144-145 ; 158-160. 
 
 Suggestions. — Show pictures of the houseboats and describe the life on 
 them. Speak of the small wages, such as eight cents per day for a coal 
 miner, or one cent for carrying four hundred pounds of coal a distance of 
 
 (54) 
 
one and a half miles, or five to six dollars a yeav and board for a farm hand. 
 Notice that the chief foods of the people are rice and millet. Show the 
 density of population. 
 
 5. Korea, formerly known as the Hermit Kingdom, now belongs to 
 
 Japan. It is an unprogressive region with a squalid population 
 
 and many strange customs. (One day.) 
 
 Refs. — Carpenter, Asia, pp. 76-92. 
 
 Toward the Rising Sun, pp. 53-56. 
 Smith, Life in Asia, pp. 232-241. 
 
 Suggestio7is.—Bpeak of the fact that these people tried to prevent out- 
 siders coming into their country, and what some of the results have been. 
 Coal and gold mines, the lack of temples and palaces, narrow streets in the 
 cities, are points to be emphasized. Japan is doing much to improve this 
 region. 
 
 IV. Japan. (Ch. XIX, pp. 257-258.) 
 
 1. Japan is an island kingdom. Its principal products are rice, tea 
 
 and silk. (Two days.) 
 
 Refs. — George, Little Journeys to China and Japan. (Parts.) 
 Smith, Life in Asia, p. 185. 
 Carpenter, Asia, pp. 15-19 ; 59-75. 
 Wade, Our Little Japanese Cousin, (Parts.) 
 Miller, Little People of Asia, pp. 360-405. 
 
 Suggestions. — Visit the agricultural region and watch them cultivate 
 these different products. Compare them with like industries in the other 
 countries we have studied. Notice that there are no barns and no fences. 
 Call attention to the volcanoes and speak of the earthquakes that have 
 visited the region. There are many streams on the islands. Notice the 
 different kinds of climate in the different parts of the empire. 
 
 2. Japan is full of strange sights of interest to the tourist. (One 
 
 day.) 
 
 Refs. — ^Toward the Rising Sun, pp. 57-77. 
 
 Smith, The World and Its People, pp. 191-232. 
 Chamberlain, How We Travel, pp. 55-72. 
 Carpenter, Asia, pp. 24-33. 
 
 Suggestions. — The things worthy of notice are : natural scenery ; Fusi- 
 yama, the sacred mountain ; the Emperor 's palace ; the homes and furnish- 
 ings ; temples of worship ; mode of dress ; manners ; cleanliness ; religions. 
 
 3. The Japanese are an artistic people with marked skill in many 
 
 kinds of handiwork. Their nation has recently made remark- 
 able progress in civilization. (One day.) 
 
 Refs. — George, Little Journeys to China and Japan. (Parts.) 
 Smith, Life in Asia, pp. 181-183 ; 187. 
 Toward the Rising Sun, pp. 57-76. 
 
 Suggestions. — Under this topic should be included a discussion of the 
 following: railroads; telegraph lines; schools; cotton mills; sawmills; 
 matting factories ; toy shops and factories ; the home decorations. 
 
 (55) 
 
V. India and Siam. (Ch. XIX, pp. 258-260.) 
 
 1. The Himalaya Mountains in northern India form the highest 
 
 mountain system in the world. (One day.) 
 
 Refs. — Smith, Life in Asia, pp. 18-32. 
 
 Carpenter, Asia, pp. 209-217 ; 225-233 ; 249-256. 
 
 Knox, Ceylon and India, pp. 419-430. 
 
 Miller, Little People of Asia, pp. 130-188; 223-261. 
 
 Suggestions.— Take a general view of the surface of India by locating 
 the mountains, valleys, plains, plateaus, and the rivers. It is governed, 
 primarily, by Great Britain. Railroads, schools, and the postal system have 
 been introduced by Great Britain. Visit the mountains and plateaus, 
 notice their great height, the snow line, the timber line, and the inhabitants 
 of the plateaus. 
 
 2. Most of the people of India live by farming and are very poor. 
 
 Famine and plague sometimes destroy thousands of lives. 
 
 (One day.) 
 
 Refs. — Smith, Life in Asia, p. 23. 
 
 Carpenter, Asia, pp. 206-208. 
 
 Suggestions. — Visit Calcutta, notice the curious houses, wide streets, the 
 dresses of the people. Take a journey through the country, noting the 
 density of population, the richness of the land, the character of the dwell- 
 ings, and endeavor to tell why the people are so poor. Explain the causes 
 of the famines and the plagues. Notice the methods of farming and com- 
 pare with our methods. Some of the products are flax, linseed oil, opium, 
 indigo and wheat. 
 
 3. The rajahs, or native princes, live in royal style in splendid 
 
 palaces, with a retinue of servants. (One day.) 
 
 Refs. — Wade, Our Little Siamese Cousin. 
 Pratt, Storips of India, pp. 12^50. 
 Toward the Rising Sun, pp. 9-15. 
 Knox; Siam and Java, pp. 119-130. 
 
 Suggestions. — Call on one of these native princes and see how he lives. 
 Notice his native city, the streets, the people, the elephants, the camels, the 
 street sprinkler and the palace. 
 
 4. Benares is the Holy City of the Hindoos. (One day.) 
 Refs. — By Land and Sea, pp. 17^177. 
 
 Carpenter, Asia, pp. 57-59; 234-240. 
 Smith, Life in Asia, pp. 39^2. 
 
 Suggestions. — ^Visit this city and see the people bathing in the Ganges 
 River, the crowds visiting the city, the temples, and the sacred cows. Speak 
 of the many religions and the caste system. 
 
 5. The elephant is tamed and made to work in India. Tigers and 
 
 deadly cobras are found in the dense tropical jungles. (Three 
 days.) 
 
 Refs. — Kipling, Jungle Book. (Parts.) 
 
 Carpenter, Asia, pp. 195-197 ; 225-233. 
 
 Suggestions. — Study some of the wild animals, such as the tigers, 
 panthers, wolves, rhinoceroses, and crocodiles. Visit the snake charmers. 
 
 (56) 
 
Watch the elephants at the various kinds of work, such as carrying logs and 
 piling lumber. Watch them take their baths. 
 
 6. Ceylon, a tropical island south of India, is famous for its tea. 
 (One day.) 
 
 f Befs. — Peeps at Many Lands — Ceylon, pp. 55-58. 
 
 Smith, Life in Asia, pp. 105-114. 
 
 Suggestions. — Notice the following: valuable woods in the forests and 
 jungles; the mountainous region; many streams; banana and breadfruit 
 trees; queer native boats; the two-wheeled carts; the native dwellings; the 
 two castes; cinnamon groves; cocoa palms; rice fields, the Temple of the 
 Tooth ; the plantations of tea. 
 
 *7. Siam is an unprogressive country southeast of India. It is 
 called the land of the white elephants. (One day.) 
 Ref. — Wade, Our Little Siamese Cousin. (Parts.) 
 
 Suggestions. — The things worthy of note are: the wild animals; queer 
 people ; many rivers ; houses built on posts ; the houseboats ; tropical forests ; 
 the dress of the people ; the food of the people ; betel nut chewers ; the 
 universal habit of smoking. 
 
 Map Drill. — Give a map review of the continent of Asia. (See Bulletin 
 No. V, pp. 28-29; 39-40; 48.) 
 
 XX. THE DARK CONTINENT. (Ch. XX, pp. 263-264.) 
 
 Map Drill. — Give a complete map drill on Africa. (See Bulletin No. V, 
 pp. 26-27; 38; 47.) 
 
 Give your reviews each day. See pages 63 to 80. 
 
 1. Africa is the wildest and least developed of all the continents. 
 Most of it is desert and jungle. (One day.) 
 Ref. — Carpenter, Africa, pp. 9-14. 
 
 Suggestions. — Take a general view of the continent, noting particularly 
 the following: regular coast line; mountainous border; lowlands along the 
 coast; large rivers with great waterfalls; the desert regions; the grassy 
 plains; the dense jungles. 
 
 I. Northern Africa. (Ch. XX, pp. 264-268.) 
 
 1. Egypt was once a great country. The pyramids and many ruins 
 of great temples tell us something of its strange past. (Two 
 days.) 
 
 i2e/s.— Badlam, Views in Africa, pp. 500 ; 505. , 
 
 Under' Sunny Skies, pp. 108-113. 
 Carpenter, Africa, pp. 103-108 ; 87-92. 
 
 Suggestions.— ^^Qdk of the age of the nation; visit the pyramids and tell 
 why they were built, visit the Sphinx, the other ancient monuments, the 
 obelisk on the site of Heliopolis, the mummies, Alexandria the ancient seat 
 of learning. 
 
 (57) 
 
2. Cairo, the capital of Egypt, is interesting because of its narrow 
 
 streets, curious houses, bazaars, camels, and water carriers. It 
 is a typical Mohammedan city. (One day.) 
 i?cf.— Carpenter, Africa, pp. 93-102. 
 Suggestions. — Notice particularly the things mentioned above; visit 
 Pompey's pillar; give something of the history of the city; notice the queer 
 crowds and the many colors and costumes. 
 
 3. The Nile Valley is one of the richest farming regions of the earth. 
 
 (One day.) 
 Refs. — Carpenter, Africa, pp. 81-92. 
 
 Badlam, Views in Africa, pp. 500-505 ; 516-544. 
 Knox, Egypt and the Holy Land, pp. 97-132 ; 205-225. 
 
 Suggestions. — Notice the rich soil along the river and how the land is 
 enriched; how^ the crops are irrigated from the Nile Eiver; the desert on 
 either side of the river ; the Nile delta ; lack of rain ; the Assuan dam. 
 
 4. The Sahara is the greatest desert in the world. Caravans pass 
 
 over it with difficulty, (Two days.) 
 
 Refs. — Carpenter, Africa, pp. 55-74. 
 
 Badlam, Views in Africa, pp. 19-29 ; 366-388 ; 496-500. 
 Under Sunny Skies, pp. 108-113. 
 
 Suggestions. — It would be interesting to imagine yourselves taking a 
 journey across the desert, noting the following: the camels, and how they 
 drink before leaving the watering place ; the heat ; the rocks and sand hills ; 
 dry rivers and valleys; scanty vegetation or none at all; the oases; sand- 
 storms ; hot. dry air ; night traveling ; the people who live on the desert. 
 
 5. The Barbary States were once the home of fierce pirates. 
 
 Morocco is still infested with brigands. (Two days.) 
 
 Refs. — Carpenter, Africa, pp. 14-55. 
 
 Rupert, Geographical Reader, pp. 340-341. 
 Knox, Levant, Chs. I-IX ; XI-XIV. 
 
 Suggestions. — The chief points to be kept in mind here are: Atlas Moun- 
 tains; the forests; the different kinds of people, such as the Berbers and 
 the Moors; date palms; the square, flat houses; water carriers and street 
 sprinklers ; the schools ; the market places ; the wild tribes of the interior ; 
 fig orchards ; fields of corn, wheat and barley ; the pirates of the past. 
 
 II. Central Africa. (Ch. XX, pp. 268-269.) 
 
 1, Livingstone and Stanley first explored the swamps, forests and 
 
 jungles of Central Africa. They faced many dangers from the 
 
 hardships of the country and from savage beasts and men. 
 
 (Two days.) 
 
 Refs. — Jenks, Boys' Book of Exploration, pp. 84-333. 
 Badlam, Views in Africa, pp. 93-156. 
 Wade, Our Little African Cousin, pp. 388-451. 
 Muller, The Story of Akimakoo. (Parts.) 
 Carpenter, Africa, pp. 222-241. 
 
 Suggestions. — Study about the adventures of Stanley and Livingstone. 
 Notice the mighty rivers, the numerous large lakes, the falls and cataracts, 
 the Kongo basin, and the dense forests. 
 
 (58) 
 
2. Central Africa is the home of savage tribes and ferocious animals. 
 
 Ivory is its important export. (Two days.) 
 Hefs. — Wade, Our Little African Cousin, pp. 31-89. 
 Carpenter, Africa, pp. 144-190. 
 
 Suggestions.— Yisit some of these people and notice their habits, customs, 
 and surroundings. Notice how they protect themselves from animals more 
 ferocious than themselves. The fever-laden swamps and jungles are the 
 homes of these animals. Notice how the natives obtain the ivory which they 
 sell to the traders. Visit the queer little pygmies. 
 
 3. From Africa have come the negroes, once taken to America as 
 
 slaves. The Arabs still keep up a trade in negro slaves. (One 
 day.) 
 
 /2e/s.— Carpenter, Africa, pp. 191-199. 
 
 Wade, Our Little African Cousin. (Parts.) 
 
 Suggestions. — Visit the region from which the greater number of slaves 
 were brought to America. Notice how they live there, their fondness for 
 jewelry, the witch doctor, the mission schools, and the colonies w^here many 
 descendants of negro slaves are living. 
 
 III. Southern Africa. (Ch. XX, pp. 269-270.) 
 
 1. Much of South Africa is owned by England. Diamond mining 
 
 and ostrich raising are carried on. (Two days.) 
 
 72e/s.— Carpenter, Africa, pp. 273-332. 
 
 Chamberlain, How We Are Fed, pp. 220-229. 
 Badlam, Views in Africa, pp. 160-180 ; 197-207. 
 
 Suggestions. — Visit the diamond mines and notice the kind of a region 
 they are in, notice how the stones are gotten from the earth, what they look 
 like and how the mine owners keep the miners from stealing them. Tell 
 something about diamond cutting. Visit the ostrich farm and see how 
 the birds are kept, how the feathers are obtained and made ready for the 
 market. (See Fig. 220, State Series Introductory Geography.) 
 
 Map Drill. — Give a map drill on Africa by way of a review. (See 
 Bulletin No. V, pp. 26, 38, 47.) 
 
 XXI. AUSTRALIA, EAST INDIES AND PACIFIC ISLANDS. 
 
 (Ch. XXI.) , 
 General Introduction : 
 
 1. Eeview map work on Australia and islands of the Pacific. (One 
 
 day.) (See Bulletin No. V, pp. 27, 39, 47.) 
 
 2, The South Pacific contains many islands, some large and some 
 
 small. The nations of Europe possess most of these islands, 
 and but little has been done to develop them, except Australia 
 and New Zealand. Many of them are still the home of savage 
 races. (Two days.) 
 
 Dp NOT NEGLECT THE DAILY REVIEW. See pagCS 63 tO 80. 
 
 (59) 
 
I. Australia. (Ch. XXI, pp. 271-274.) 
 
 1. At first Australia was used by England as a place for convicts. 
 
 Now it has grown into a rich colony. (Three days.) 
 Ref. — Carpenter, Australia, pp. 13-16. 
 Suggestions. — Something should be said as to the size of Australia, its 
 continental border, the short rivers, and the desert interior. The early 
 settlers were criminals who worked in chains. Colonies were established 
 later. The rains come from the eastward. Cattle, sheep, and wheat are 
 important products of this continent. Notice the brackish lakes on the 
 interior. Gold is an important mineral. 
 
 2. Australia is the native home of strange plants and animals, such 
 
 as the acacia, eucalyptus, kangaroo and duckbill. (One day.) 
 
 Refs.—BaWou, Footprints of Travel, pp. 63-65.. 
 Carpenter, Australia, pp. 391-430. 
 
 Knox, The Land of the Kangaroo, pp. 49-66; 83-99;' 115; 30; 
 146-157; 218-232. 
 
 Suggestions. — In addition to the above there are many other strange 
 animals. Visit some of the natives, notice how they live and what they 
 look like. Visit the pearl fisheries and the Great Barrier Reef. 
 
 II. The East Indies. (Ch. XXI, pp. 274-275.) 
 
 1. Here are the rich spice islands sought by Columbus. They are 
 the home of wild races. (One day.) 
 
 Refs. — Wade, Our Little Brown Cousin. (Parts.) 
 Toward the Rising Sun, pp. 115-128. 
 Knox, Siam and Java, pp. 387-393 ; 411-421. 
 Carpenter, Australia, pp. 73-126. 
 
 Suggestions. — Visit Java and notice where the famous Java coffee is 
 grown. Visit New Zealand, where there are many evergreen plants, where 
 there are glaciers, pastures for sheep, and hot springs containing various 
 mineral substances. Visit New Guinea, where you will see the high moun- 
 tains, great rivers, low plains, dense forests, and the queer-looking natives. 
 Samoa will be of interest also. 
 
 III. Philippines. (Ch. XXI, pp. 275-276.) 
 
 1. Spain possessed these islands for many years, but now they belong 
 
 to the United States. (One day.) 
 
 Refs. — George, Little Journeys to Hawaii and the Philippines, pp. 15-16; 
 Part II, pp. 1-88. 
 Greater America, pp. 67-84 ; 108-119. 
 Carpenter, Australia, pp. 153-161. 
 
 Suggestions. — It will be interesting to take, briefly, the history of these 
 islands and somewhat of a general view of the different tribes found on 
 them. Notice how they cultivate rice and other products, and compare 
 with what has been seen in other places. 
 
 2. Most of the natives of the Philippines are savages, but near the 
 
 the coast and the cities they have a rude civilization. (One 
 day.) 
 
 Ref. — Carpenter, Australia, pp. 158-161. 
 
 (60) 
 
Suggestions.— ^tndy the habits, customs, and surroundings of some of 
 the natives where they have had some contact with civilization. Try to 
 find out what effect such influences have had upon them. 
 
 3/ Manila is the capital. It is a busy city, with many queer sights. 
 Its climate is hot and unhealthful. (One day.) 
 Refs. — Carpenter, Australia, pp. lGl-177. 
 
 McClintock, The Philippines, pp. 90-96. 
 
 George, Little Journeys to Hawaii and the Philippines, pp. 17 ; 21^8. 
 
 Suggestions.— Yisit Manila and notice the following: the streets; the 
 houses; the walled city; the Escolta; the Luneta ; the fruit market; the 
 Palace ; the homes of the American residents ; the climate. 
 
 IV. Islands of the Pacific. (Ch. XXI, p. 276.) 
 
 1. The Hawaiian Islands belong to the United States. Here the 
 
 climate is delightful all the year round, and tropical fruits are 
 raised in abundance. (Two days.) 
 Refs. — Wade, Our Little Hawaiian Cousin, pp. 17-25. 
 
 George, Little Journeys to Hawaii and the Philippines, pp. 1-87. 
 
 Kirby, Aunt Martha's Corner Cupboard, pp. 61-75. 
 
 Suggestions. — Notice the location of these islands, the warm moist climate 
 where it rains very often, the tropical fruits such as pineapples and bananas, 
 such products as coffee and sugar cane, the luxuriant vegetation, tlie houses 
 of the natives, poi, and hoAV it is made. See the sights of the city of 
 Honolulu. 
 
 2. Kilauea, the volcano, is one of the well known features of the 
 
 islands. So, also, is the leper colony. (One day.) 
 
 Refs. — George, Little Journeys to Hawaii and the Philippines, pp. 65-70. 
 Wade, Our Little Hawaiian Cousin, pp. 85-99. 
 
 Suggestions. — Visit Kilauea, where you will see the hot lava in the 
 immense crater, the cooled lava on the mountain slopes, and breathe the 
 sulphur laden gases from the numerous vents on the mountain. It will be 
 interesting to take a trip to the leper colony and see how those poor, unfor- 
 tunate people are cared for. 
 
 XXII. California. (Ch. XXII, pp. 285-319.) 
 
 Continue the daily review. See pages 63 to 80. 
 1. Physiography and drainage. (One day.) 
 California consists mainly of a broad valley bordered on all sides by 
 mountains. It is drained by the Sacramento-San Joaquin River system. 
 South of the great valley lie the plains of Los Angeles. 
 
 Refs. — Fairbanks, Geography of California, pp. 3-15 ; 24-30. 
 Smith, Our Own Country, pp. 205-217. 
 
 Suggestions. — Study the mountains, valleys and rivers from the relief 
 map of California (see Fig. 229, opposite page 282), so as to get an idea of 
 the relation of these parts to each other. Notice the great valley, particu- 
 larly with its river systems. The chief points should be the great area 
 occupied by mountains as compared to the valley area, the Sierra Nevada, 
 Cascade, and Coast Range Mountains, the San Francisco Bay, and the 
 plains of Los Angeles. 
 
 (61)- 
 
2. Climate. (One day.) 
 
 Our State is noted for its great variety of climates. Abundant rainfall 
 is furnished by the storms from the Pacific Ocean. 
 
 Refs. — Fairbanks, Geography of California, pp. 16-23. 
 Allen, Industrial Studies, pp. 87-88. 
 
 Suggestions. — Take typical regions and study briefly the climate of each 
 and compare with the other regions. Take such as your home region and 
 other representative places which are included in the following : the Great 
 Valley; Coast; High Sierras; Foothills; Los Angeles Plains; the Mojave 
 Desert Region. 
 
 3. Industries. (Five days.) 
 
 This is a State of varied industries. Fruit, cattle, sheep, and grain are 
 important. 
 
 i?e/s.— Fairbanks, Geography of California, pp. 30-40 ; 50-54 ; 57-58. 
 
 Allen, Industrial Studies, pp. 84 ; 86 ; 89 ; 91-103 ; 109 ; 116 ; 270-272. 
 Carpenter, North America, pp. 265-270. 
 
 Suggestions. — Study the chief fruit industry of your neighborhood and 
 also the other representative industries. The work should include such 
 fruits as grapes, olives, oranges, lemons, prunes, peaches; such cereals as 
 wheat and rice ; such other products as cotton, onions and potatoes. Many 
 of these will require but a short time, so that greater emphasis should be 
 placed upon those of most importance. Your own neighborhood is first in 
 importance. Comparisons with other regions and countries will be of 
 great value. 
 
 Fig. 5. — An electric power plant. 
 
 4. Manufacturing and mining. (Three days.) 
 Various factories find a ready market for their products, and gold' and 
 copper mining are important. Oil is a very important product. 
 
 Refs. — Fairbanks, Geography of California, pp. 40-46. 
 Allen, Industrial Studies, pp. 195-200. 
 
 Suggestions. — Gold and copper being the most important ore products 
 should be given particular stress. Oil being the most important mineral 
 product should be given a liberal amount of time. Visit the oil wells and 
 
 (62 » 
 
see how the oil is obtained and taken care of. The chief factories are those 
 for the manufacture of lumber, iron products, sugar refineries, oil refineries, 
 powder works, and wineries. (See Figs. 250 and 252 in the State Series 
 Introductory Geography.) 
 
 5. Commerce and cities. (Five days.) 
 Extensive trade is carried on with the Orient through the Bay cities. 
 Los Angeles, San Diego, and Pasadena are among the important cities of 
 southern California. Sacramento is our capital city. 
 
 Suggestions. — Study the cities of San Francisco, San Diego, Pasadena, 
 and Oakland for the purpose of learning what they have to ship out, and 
 what must be brought in. The Bay cities will also show a large amount of 
 shipping that passes through between the United States in general and 
 the Orient. Over $46,000,000 worth of goods came into San Francisco from 
 foreign ports during the year June 30, 1908, to June 30, 1909, and about 
 $33,000,000 worth sent out during the same time. 
 
 REVIEWS. 
 
 No matter how well a topic may have been presented, when first taken 
 up in class, it is not properly taught till it has been reviewed and 
 re-reviewed so that the class has the important points well in hand. The 
 fact that a portion of the text was covered in a lower grade is no excuse 
 for neglecting it entirely. If it was worth presenting at all some parts 
 of it are worth remembering and the teacher who does her duty by her 
 class will insist that they review often enough to keep the main points 
 in mind. 
 
 What follows is an outline indicating the most important facts for 
 these tw^o grades and the ones which the child should know when he has 
 completed the State Series Introductory Geography. The topics, head- 
 ings and numbering of the following sections are those used in the State 
 Series Introductory Geography and will serve as a means of ready refer- 
 ence for the teacher in using the review in connection with the text. To 
 this outline, the teacher can attach the associations necessary to render 
 the review crisp and inviting. She should remember, also, that rational 
 association of review material is as valuable in forming permanent 
 impressions as it is in the case of new material. 
 
 Perhaps the best way to use the review is to begin with the first topic, 
 within two weeks after the class has taken it in the text, and give a 
 certain amount' of time to this work each day. The first day the class 
 will review a small portion, the next day they will begin where they left 
 off the day before and so on till they reach the part of the review corre- 
 sponding to the point at which they are in the text-book. They then 
 return to the beginning and proceed as before. This is continued 
 throughout the tw^o grades, a little each day, until the teacher is certain 
 that it is no longer necessary to review a certain portion of the work 
 because the class know it perfectly. This portion may then be dropped, 
 to be taken up less often thereafter. 
 
 (63) 
 
PART I. 
 
 HOME GEOGRAPHY. 
 
 I. THE SOILS. 
 
 The solid rock which was once all over the earth's surface has been 
 broken up and formed into soil in many places. Plants growing into it, 
 water stealing into cracks, rocks grinding together, and even earthworms 
 aid in breaking the large rocks into small bits. Most animals, plants and 
 even people live upon things gotten from the soil. Rich, fertile soil 
 produces fine crops because it contains food for the plants. We may 
 change sterile soil into fertile soil by adding the materials that plants live 
 on. Plants do not grow well upon sterile soil because they do not get 
 much food from it. 
 
 II. HILLS. 
 
 Where the soil has been worn away, leaving an uneven surface, hills 
 have been formed. Some have gentle slopes while others are quite steep. 
 People like to build their homes on hills Avhere it is dry and healthful. 
 
 III. MOUNTAINS, 
 
 Mountains are much like hills only they are much larger and have but 
 little soil upon them. They were made by the wrinkling of the earth's 
 surface. Some mountains are so high they have snow on them all 
 summer. They are cooler in summer than the valleys are and many 
 people move to the mountains to rest during the hot weather. Many 
 trees, from which we get our lumber, grow in the mountains. The 
 mountains also contain beautiful streams and waterfalls. 
 
 IV. VALLEYS. 
 
 The lowland between hills and mountains we call valleys. Here we 
 find fertile soil through which flow streams of water. Most people live 
 in the valleys because of the rich soil there. Wagon roads and railways 
 usually follow the valleys. Some places, where the land is nearly level, 
 the water collects, forming swamps. 
 
 V. RIVERS. 
 
 When the rain falls upon the sides of the mountain, part of the water 
 sinks into the ground and part of it begins to collect into little rivulets 
 and flow down the slope. These little streams unite to form larger ones 
 and finally unite to form a river. The river carries much sediment, 
 which may be deposited either along the stream or at its mouth. Much 
 of the water is used to irrigate the land in the valleys. Steamers may 
 sail up the larger rivers. At its source a river is swift and contains 
 many falls and rapids, but it flows slower and slower as it gets nearer 
 its mouth. 
 
 (64) 
 
VI. PONDS AND LAKES. 
 
 If we were to build a dam across a creek or a river the water would 
 gradually get deeper and deeper, thus forming a pond. A very large 
 pond is usually called a lake. Lakes are generally formed by the water 
 running into a low place and filling it. Sometimes the earth folds across 
 a river, forming a dam. The part above the dam then fills up with 
 water, forming a lake. Lakes that have no streams flowing out of them 
 soon become salty. 
 
 The water of the fresh water lakes is often used to drink, but wells 
 usually furnish better water. Fish are found in most lakes. Some lakes 
 are so large that vessels sail upon them. 
 
 VII. THE OCEAN. 
 
 Just think of a pond or lake growing larger and larger until it is hun- 
 dreds or even thousands of miles across. It then becomes an ocean. All 
 of the large rivers flow into the ocean, but never make it run over. 
 Hundreds of large ships sail over the ocean. 
 
 VIII. THE AIR. 
 
 The substance that we breathe and move around in is called air. Even 
 if we were to climb to the top of a high mountain we would find plenty of 
 air to breathe. When the air moves from one place to another it causes 
 winds. This may cause the ships to move over the water or the wind- 
 mills to turn on the land. The air is also important to us because it 
 carries the moisture to us from the ocean. This moi-.tui-e forms into little 
 drops of water and makes clouds. Then when the drops become large 
 enough they fall to the earth as rain. 
 
 IX. INDUSTRY AND COMMERCE. 
 
 Some people are busy at one kind of work and some at another. For 
 instance, one man may be a farmer, another a carpenter, still another a 
 railroad engineer, and so on. If the farmer has more wheat than he can 
 use he may send some of it away on the railroad. The engineer drives the 
 engine that takes it. When the train comes back it may bring the farmer- 
 some sugar, a plow, or a wagon. Sometimes things are sent from one 
 place to another on mules or on wagons or on ships. This sending things 
 from one place to another and bringing things back we call commerce. 
 
 X. GOVERNMENT. 
 
 Some one must look after us all so that we may be happy and have 
 things of our own. In the home our parents look after us, in the school 
 the teacher watches us and helps us, and outside of the home and school 
 are policemen who keep us and our neighbors from harm. 
 
 XL MAPS. 
 
 When we wish to represent a part of the earth so that some one else 
 may know what we are talking about we draw a picture or a map of it. 
 It is much smaller than the part of the earth it is taken from. 
 
 5 GEOG (65) 
 
PART II. 
 
 THE EARTH AS A WHOLE. 
 
 I. FORM AND SIZE OF THE EARTH. 
 
 Form.— For many years people thought that the earth was flat, but we 
 know now that it is round like an orange. 
 
 Size.— The mountains seem high to us, but they are very small Avhen 
 compared to the earth as a whole. Can you imagine how far 8,000 miles 
 is? This is the distance through the earth. (Compare it with some 
 distance they know locally.) It is about 25,000 miles around it. 
 
 II. DAILY MOTIONS OF THE EARTH AND ITS RESULTS. 
 
 The Axis and Poles.— The line upon which the earth turns passes 
 through the center of the earth. Where it reaches the surface of the 
 earth w^e call the poles. The one north of us is the north pole, the one 
 south of us is the south pole. 
 
 Equator.— An imaginary line drawn around the earth halfway between 
 the two poles forms the equator. 
 
 Gravity. — All things are drawn toward the earth by what we call the 
 force of gravity. This force keeps all things from flying away from the 
 earth. It pulls us down all of the time. 
 
 Sunrise and Sunset.— The earth turning on its axis from west to east 
 makes it appear as if the sun rose in the east and set in the west. 
 
 Day and Night. — When the earth is turned so that the side we are on is 
 toward the sun we have day, and when the side we are on is turned away 
 from the sun we have night. When we have day, then, people on the 
 other side of the earth will have night. 
 
 III. THE ZONES. 
 
 Boundaries of the Zones.— The torrid, or hot, zone of the earth lies 
 between the tropic of Cancer on the north and the tropic of Capricorn 
 on the south. Between the tropic of Cancer and the Arctic Circle lies 
 the north temperate zone. The south temperate zone lies between the 
 tropic of Capricorn and the Antarctic Circle. Within the Arctic Circle 
 is the north frigid zone, while the south frigid zone lies inside of the 
 Antarctic Circle. 
 
 Torrid Zone.— The part of the earth lying on either side of the equator 
 and which at some time during the year has the noonday sun vertically 
 overhead is called the torrid or tropical zone. It is sometimes called the 
 equatorial belt. 
 
 (66) 
 
Temperate Zones.-North of the torrid zone is the north temperate 
 zone This region never has vertical rays of the sun at noonday. The sun 
 is always to the south of us. South of the torrid zone is the south 
 temperate zone, where the noonday sun is always to the north. 
 
 Frigid Zones.— Around the poles are the frigid zones. Here the sun 
 shines only slantingly. The one around the north pole is the north frigid 
 zone and the one around the south pole is the south frigid zone. 
 
 VII. NORTH AMERICA. 
 
 Physical Geography.— On the west we find the Rocky Mountain, Sierra 
 Nevada and Coast Range region, and on the east the Appalachian Moun- 
 tains. The Mississippi Valley lies between the Rockies and the Appa- 
 lachian Mountains. East of the Appalachian Mountains is the Atlantic 
 Slope. West of the Rocky Mountains is the Pacific Slope. The great 
 rivers of North America are the Mississippi, Missouri, St. Lawrence and 
 the Yukon. 
 
 Political Divisions.— The continent of North America is made up of the 
 following man-made divisions: United States, and Alaska; Canada; 
 Mexico; Central America. 
 
 VIII. THE UNITED STATES. 
 
 From the thirteen original colonies the United States has grown to 
 forty-eight states and the territories of Alaska, Hawaii, Porto Rico, and 
 the Philippine Islands. 
 
 IX. NEW ENGLAND. 
 
 Names.— ]\Iany of the names in this section, which includes Maine, New 
 Hampshire, Vermont, Massachusetts, Rhode Island and Connecticut, are 
 the same as those in England with the word ''New'' added. 
 
 Seaports. — The irregular coast line furnishes good harbors. Boston, 
 Portland, Gloucester and Providence are. seaports of importance. 
 Gloucester is a large fishing port. 
 
 Farming.— The thin, rocky soil is of little value for farming purposes. 
 Near large cities are small farms producing vegetables, milk, butter, and 
 other farm products. 
 
 Quarrying of granite and marble is an important industry. 
 
 Lumbering.— The mountains of northern Maine produce much valuable 
 lumber. The logs are floated down streams to where the steamers can 
 load the lumber when sawed. Bangor is a large city as a result of the 
 lumber industry. 
 
 Manufacturing.— Because of the great amount of water power fur- 
 nished by the rivers the New England States contain many important 
 manufacturing cities. Cotton and woolen goods, boots, shoes, knives, 
 guns, watches and many other common articles are made in the larger 
 eities. 
 
 (67) 
 
Commerce.— Food, cotton, wool and hides are brought into these states 
 and the manufactured articles are shipped to all parts of the United 
 States as well as to foreign countries. Much of the shipping goes 
 through Boston, Portland, and Providence, thus helping to make them 
 large cities. 
 
 X. MIDDLE ATLANTIC STATES. 
 
 This group of states is made up of New York, Pennsylvania, New 
 Jersey, Delaware, Maryland, West Virginia and Virginia. 
 
 The Coast Line.— The sinking of the coast line has made it irregular 
 and formed the Chesapeake, Delaware and New York bays. 
 
 Seaports.— New York, situated on New York Bay, is the largest city in 
 the United States, and the second largest city in the world. Philadelphia 
 is located on the Delaware River, but can be reached by large vessels. 
 Baltimore is on the Chesapeake Bay. 
 
 Reasons for the Great Size of New York City. 
 
 Cities Near By. — There were many smaller cities near New York, but 
 they are now a part of it and together form Greater New York. Many 
 vessels come to New York harbor from all parts of the civilized world. 
 
 Water Routes to the Interior. — From New York Bay vessels may sail 
 up the Hudson River as far as Albany. From here smaller boats go by 
 way of the Erie canal to Buffalo on Lake Erie. 
 
 Many important railroad routes reach out from New York and compete 
 with the water routes to the interior. 
 
 Lumbering.— This is an important industry along the Mohawk River. 
 
 Farming.— The rich soil of the more level portions of New York State 
 make it valuable for farming purposes. Hay, grain, fruit, butter and 
 cheese are the chief products. 
 
 Manufacturing.— The falls in the rivers are generally used for power 
 purposes. Such cities as Rochester, Buffalo and Troy are the chief ones 
 using this power. New York City uses steam power for its factories. 
 
 Commerce.— The manufactured articles and some of the farm products 
 
 are shipped out through New York City. Much trade comes by way of 
 
 the Erie canal from the Great Lakes.. Large quantities of goods are 
 
 brought into the United States, from foreign countries, through this port. 
 
 Reasons Why Philadelphia is a Great City. 
 
 Cities Near By.— Camden, Trenton and Wilmington are quite large 
 neighboring cities. 
 
 Farming.— Fruit and grain are grown quite extensively near Phila- 
 delphia and also in the mountain valleys. Lumbering is carried on to 
 some extent in the mountains. 
 
 Iron.— A great amount of iron ore is found in Pennsylvania. Much of 
 it is smelted and made into useful articles such as stoves, engines and 
 
 (68) 
 
knives. Several large cities in this State, besides Philadelphia, are noted 
 for the manufacture of iron goods. 
 
 Coal.— Great quantities of coal are found in this State. Much of it is 
 used to melt the iron and the iron ore, while a great deal of it is used to 
 cook with and warm the houses in winter. 
 
 Oil and gas.— Petroleum and gas are found in quite large quantities. 
 
 Commerce.— Many materials are sent to Philadelphia to be manufac- 
 tured into useful articles, while others are sent there to be shipped to 
 other places. 
 
 Other Cities. 
 
 Baltimore.— This city has an excellent harbor and is also noted for its 
 fine oysters. 
 
 Washington.— Washington is the capital of the United States. Here 
 are the government buildings in which are thousands of men and women 
 attending to the business of our country. 
 
 Virginia and West Virginia.— The mountainous western portion of 
 Virginia and the eastern part of West Virginia furnish lumber and iron. 
 West Virginia furnishes oil, coal and gas. Virginia has a mild climate 
 which is good for the growing of tobacco. Richmond, which is the most 
 important city of these states, is a great tobacco market. 
 
 XI. SOUTHERN STATES. 
 
 In this group of states we find North Carolina, South Carolina, Georgia, 
 Florida, Alabama, Tennessee, Mississippi, Louisiana, Arkansas, Oklahoma 
 and Texas. 
 
 Relief.— The Appalachian Mountains pass across several of these states, 
 but the greater part of this region is plains. Along the coast is the level 
 strip called the Coastal Plain. The land along the Mississippi River is 
 so low that it must be protected by levees. Between the mountains and 
 the coastal plains are the plateaus. 
 
 Coal and Iron.— Coal and iron are found in the mountains. Birming- 
 ham has quite large iron foundries. 
 
 Cotton.— The rich soil, warm, moist climate produce excellent crops 
 of cotton, corn, wheat and tobacco. Cotton is the most important. 
 
 Ranching.— Cattle raising is the important industry of the drier plains 
 of western Texas. 
 
 Sugar and Rice.— Along the low plains rice and sugar cane are grown. 
 The sugar we use is made from this cane or from beets. Florida oranges, 
 lemons and pineapples are well known and are of excellent quality. 
 Much lumber is produced in these states. 
 
 Manufacturing.— Much cotton is manufactured, but a great deal is 
 shipped to New England and Europe. Important steel and iron indus- 
 tries are found near the coal fields. 
 
 (69) 
 
New Orleans.— This city, situated on the Mississippi River where it can 
 be reached by ocean steamers, is the most important city in the south. 
 Ships can also pass from here far up the river to interior regions. These 
 things make New Orleans an important seaport. Immense quantities of 
 cotton are shipped from here. 
 
 Other Seaports.— Other seaports of importance are Galveston, Mobile, 
 Jacksonville, Savannah, Charleston, and Wilmington. 
 
 XII. CENTRAL STATES. 
 
 In this group we find Kentucky, Ohio, Indiana, Michigan, Illinois, 
 Wisconsin, Missouri, Iowa, Minnesota, Kansas, Nebraska, and South 
 Dakota. 
 
 Products.— With the exception of the two Dakotas, western Kansas and 
 Nebraska, the fertile soil is well watered and produces large crops of 
 corn and wheat. Tobacco is an important crop in Kentucky. Coal and 
 petroleum are found in Ohio and Indiana, coal alone in Illinois, and iron 
 and copper along the western shores of Lake Superior. 
 
 Manufacturing and Trade Centers.— The great cities of this region are 
 on the Great Lakes and on the Mississippi River. Chicago, next to New 
 York in size, is situated on Lake Michigan. It has water connection with 
 New York and also down the St. Lawrence River. The Erie canal leads 
 across New York State and a short canal carries the ships around the 
 Niagara Falls. Chicago is a great railroad center, is the greatest meat 
 market in the world, is an important grain market and, being near the 
 Illinois coal fields, is of importance as a manufacturing city. Milwaukee 
 and Minneapolis are important milling cities. The latter is located at 
 the falls in the Mississippi River. Kansas City is noted as a meat packing 
 center. 
 
 XIII. WESTERN STATES. 
 
 This group of states is composed of New Mexico, Arizona, Utah, Colo- 
 rado, Wyoming, Montana, Idaho, Washington, Oregon, and California. 
 
 Reasons why there are so Few People.— These states consist of about 
 one third of the entire area of the United States, but have about one 
 fourth of the population of the Southern States. The main reasons for 
 the few people are, (1) this region has not been settled long, (2) it is very 
 mountainous,' (3) has a dry climate in the greater part of it. 
 
 Wonderful Scenery.— The geysers and the Yellowstone River in the 
 Yellowstone National Park, the Yosemite Valley in the Sierras and the 
 Grand Canyon of the Colorado are visited by hundreds of tourists from 
 all parts of the world. 
 
 Mining.— Gold is found quite plentifully in California, Colorado, Mon- 
 tana, Nevada and Utah. Copper is important in California and Montana. 
 Large quantities of silver are produced in Colorado and Nevada. Denver 
 is situated in an important mining region. 
 
 (70) 
 
San Francisco, situated on one of the finest harbors in the world, is an 
 important seaport. Portland and Seattle are also important seaports. 
 Los Angeles is the center of a valuable fruit growing region. 
 
 The Desert.— Much of the land has so little moisture that scarcely 
 anything is produced on it. 
 
 Irrigation.— Parts of these deserts have been made to yield good crops 
 by irrigation. The region around Salt Lake City has been changed in 
 this way. Large reservoirs are being built to store up water for irriga- 
 tion purposes. 
 
 Fruit Raising.— ]\Iuch of southern California, because of its warm 
 climate, has been made to produce large crops of oranges and lemons. 
 Los Angeles is the center of this belt and is an important railroad center. 
 
 Industries along the Pacific Coast.— In central and northern California 
 the rainfall is more plentiful, so that irrigation is not so necessary. This 
 region produces immense quantities of fruits, among which are grapes, 
 peaches, prunes, cherries, oranges and apples. Lumbering and wheat 
 raising are important industries. The famous "Big Trees" are in this 
 section. Oregon and Washington have extensive forests from which 
 large quantities of lumber are made. Fruit growing and salmon fishing 
 are important industries. 
 
 Cities of the Pacific Slope.— There are several fair sized cities in this 
 region, but all are smaller than those of the Atlantic coast in the same 
 positions with regard to harbors, i. e., such cities as New York, Phila- 
 delphia, Boston, and New Orleans. 
 
 XIV. ALASKA. 
 
 During recent years hundreds of men have gone to Alaska to dig for 
 gold. Much gold has been taken from the earth as a result of this gold 
 rush. The salmon fisheries, the seals, the forests and the coal deposits 
 are of great value. This is a region of great glaciers. 
 
 XV. CANADA AND OTHER COUNTRIES NORTH OF THE UNITED 
 
 STATES. 
 
 Canada and Newfoundland. 
 
 Industries. — Canada, Newfoundland and Labrador belong to Great 
 Britain. In the north Canada is cold and bleak, but in the south it 
 resembles the northern part of the United States. Off the coast of Nova 
 Scotia and Newfoundland are important fisheries. Extensive forests of 
 valuable timber cover much of Canada. In Manitoba are extensive wheat 
 fields. Cattle and sheep raising are important along the foothills of the 
 Rocky Mountains. C^inada, like the United States, has the advantage of 
 the Great Lakes for shipping purposes. 
 
 Cities. — Most of the important cities are in the eastern part. Montreal 
 is the largest. Much manufacturing is done in eastern Canada, where 
 there is much water poAver and coal. 
 
 (71) 
 
The Far North.— This region is the home of a few hunters, trappers, 
 and scattered groups of Eskimos along the coast. 
 
 Islands North of North America.— These islands are a desolate, frozen 
 region given to the formation of glaciers and icebergs. 
 
 XVI. COUNTRIES SOUTH OF THE UNITED STATES. 
 
 Mexico and Central America.— The climate near the coast is warm and 
 damp. This region produces cotton, sugar, rice and coffee. The plateau 
 region is given over to stock raising, as it is more or less arid and cool. 
 The rough, mountainous region is valuable for its minerals. People are 
 ignorant and coal is lacking, so manufacturing is of little importance. 
 Mexico and Central American countries are republics. They are fre- 
 quently in a state of revolution. Panama is the center of interest because 
 of the canal which we maintain across the Isthmus. 
 
 The West Indies and Bermudas.— Cuba, the largest of the West Indies, 
 is a republic under the protection of the United States. We get sugar, 
 tobacco and tropical fruits such as bananas from there. Porto Rico 
 belongs to us. The other islands are of minor importance. 
 
 XVII. SOUTH AMERICA. 
 
 Relief.— The greater part of South America is lowland drained by the 
 three great rivers, the Amazon, the Orinoco and the La Plata. On the 
 western border are the lofty Andes Mountains. 
 
 Climate.— The greater part of South America lies in the torrid zone, 
 therefore it has a warm, moist climate. The southern part has a tem- 
 perate climate. The torrid zone has very heavy rainfall, while the south 
 temperate zone has only a nioderate amount. In parts of Chile and Peru 
 the rainfall is very light. 
 
 History. — Most of South America, except Brazil, formerly belonged to 
 Spain. Brazil belonged to Portugal. They are all independent now, 
 except the Guianas. 
 
 Brazil.— Much of the Amazon Valley is covered with dense, matted 
 forests which can be passed through with great difficulty. Only Indians 
 live in such places. Rubber and cocoa trees are the most important in 
 this region. Most of the inhabitants live along the eastern coast. Rio de 
 Janeiro is the chief city and is situated on the most beautiful harbor in 
 the world. Large herds of cattle are raised on the plateaus of eastern 
 Brazil. Crops such as are usually grown in warm countries are produced 
 here. Coffee is the principal one. 
 
 Venezuela and Guiana.— The broad, grassy plains, called llanos, feed 
 numerous herds of cattle. Coffee and cocoa are raised here. Trinidad 
 island, near the mouth of the Orinoco River, furnishes great quantities 
 of asphalt. 
 
 (72) 
 
La Plata Countries.— Argentina, Uruguay and Paraguay make up this 
 group of countries. The grassy plains, or pampas, of this portion of 
 South America are valuable for farming and stock raising. Corn and 
 wheat are important farm products. In the northern part of this region, 
 tobacco and sugar cane are grown. The country is well supplied with 
 railroads. Buenos Aires is the largest city in South America. Argentina 
 is one of the most progressive countries on this continent. 
 
 Andean Countries.— In this group we find Chile, Bolivia, Peru, Ecuador 
 and Colombia. These mountainous countries contain valuable deposits 
 of gold and silver. There are few good harbors along this coast. Val- 
 paraiso is the largest port. Farming is carried on in the northern section 
 and also in the southern part. In the other portion it requires irrigation. 
 Bolivia has no seacoast and as a result foreign commerce is not important. 
 Much beautiful scenery is found in the high Andes Mountains. 
 
 XVIII. EUROPE. 
 
 Although about the size of the United States, Europe has five people 
 to our one. 
 
 I. The British Isles.— We often speak of this as our ** Mother Country," 
 because the greater number of the first settlers in America came from 
 here. 
 
 There are two large islands in this group, Ireland and Great Britain. 
 The latter is made up of England, Scotland and Wales. London, the 
 largest city in the Avorld, is situated on the Thames River. It has a fine 
 harbor. 
 
 The climate of England is the same as the northern part of the United 
 States, duo to the warm winds from the west. The occupations are farm- 
 ing, sheep raising and manufacturing. The latter is the most important. 
 This is made possible by the large amount of coal and iron found in the 
 earth. The chief cities engaged in manufacturing are Manchester, 
 Sheffield, Birmingham and Glasgow. Glasgow is the greatest steel ship- 
 building center in the world. 
 
 Ireland is principally an agricultural country, but Belfast is an impor- 
 tant center for the manufacture of linen goods. 
 
 The British Empire is the greatest shipping nation in the world. Great 
 Britain and Ireland, together with the colonies, form the British Empire. 
 
 II. Norse Countries.— Sweden and Norway occupy the Scandinavian 
 peninsula. This region is warmed by the westerly winds so that some 
 grain can be grown where it is not too hilly and rocky. Cattle and sheep 
 are raised along the Baltic Sea. Most of the people live on the lowland 
 along the coast. Norway has many deep, narrow bays which form excel- 
 lent harbors. Fishing is an important industry. 
 
 Denmark is the home of a thrifty people who depend upon dairying, 
 farming and fishing for a livelihood. Being almost surrounded by water 
 they naturally lead a seafaring life. 
 
 (73) 
 
III. Russia.— The Russian Empire consists of the great plains in Europe, 
 and Siberia in Asia. It is the largest country in the world. The cold 
 northern plains, called tundras, are frozen, except a few inches on the 
 surface, during the entire summer. A sort of moss grows there which 
 furnishes food for reindeer. The steppes of Siberia, being distant from 
 the ocean, are quite dry. Many cattle and sheep are raised on the grassy 
 portions of these plains. The central and western portions of Russia 
 produce large crops of wheat. Much of this is milled in Odessa or 
 exported from there. Russia has no seaport of importance on the Baltic 
 Sea. The Volga is the largest river in Europe. The peasants are poor, 
 ignorant and have little to say about the government. 
 
 IV. Germany. — Germany has great plains in the north and the high- 
 lands and mountains in the south. The rivers wind their way northward 
 through the rich grain fields and fields of sugar beets. Grapes from 
 which wine is made and. hops used in making beer are grown in large 
 quantities. Coal and iron are mined in large quantities and manufactured 
 into various articles, such as machinery and guns. Germany is important 
 for the manufacture of cotton, woolen and linen goods. It is also noted 
 for its schools and universities. Berlin is the capital and Hamburg the 
 chief seaport. The Rhine is the chief river of this country. 
 
 V. Holland.— Much of the land in this region is below the sea level and 
 has been reclaimed by building dikes and canals, and pumping the water 
 out by means of windmills. Cattle raising and dairying are the chief 
 occupations of these people. The chief city is Amsterdam. The Hague 
 is becoming known as the ''peace city." Holland owns many valuable 
 islands which her seafaring inhabitants have won for her. 
 
 VI. Belgium.— Some of this country is protected by dikes, but the 
 eastern part is higher. This region has the densest population of any 
 region in the world. The chief occupations are dairying and farming. 
 Flax is an important farm product. Coal and iron are mined and manu- 
 factured into guns and various implements. Brussels is the capital and 
 Antwerp the chief seaport. 
 
 VII. France.— The climate in the north is cool, so that the chief crops 
 are grain and sugar beets. In the southern part it is warmer and great 
 crops of grapes are grown and made into wine. Lyon, in the south, is 
 the center of the silk industry. Paris, the largest city, is noted for its 
 clean streets and its picture galleries. Havre is the chief seaport on the 
 north and Marseilles is the most important one on the Mediterranean. 
 
 VII. Spain and Portugal. — Spain has a dry, mountainous interior 
 which is of little value, and has few inhabitants. Madrid, the capital, is 
 in this region. Cattle and sheep raising are important industries in the 
 highlands. Minerals such as quicksilver, iron, copper and lead are quite 
 abundant. Farming is carried on in the valleys and along the coast. 
 Portugal is similar to Spain in products, surface and climate. The people 
 are a care-free lot, who enjoy cock fighting and such amusements. 
 
 (74) 
 
IX. Italy.— Rome once ruled the greater part of the world. Now it 
 is noted for the ruins of years ago, and as the home of the Pope. Venice 
 and Naples are cities of interest to the visitor. The climate is mild and 
 many semitropical and tropical fruits are grown here. Mount Vesuvius 
 is of great interest to tourists on account of its frequent activity. The 
 farms of this region produce quite large quantities of wheat. Olives are 
 an important product of this country. Many people go to Italy to 
 study art. 
 
 X. Switzerland.— This is the region of the lofty snow-clad Alps, with 
 many glaciers and beautiful lakes. Cattle and goats are raised to some 
 extent, so that butter and cheese are important products. Wood carving 
 and the making of clocks and watches are important industries. l\Iany 
 tourists visit this region every year to enjoy the scenery. 
 
 XI. Austria-Hungary.— These two countries are under one govern- 
 ment, although the people are quite different in many ways. Vienna, the 
 capital and largest city, is situated on the beautiful Danube River. 
 Wheat and flax are grown in large quantities. 
 
 XII. Greece. — The early civilization of this country has greatly 
 influenced the modern world by its literature, art and architecture. 
 Athens is the chief city and the seat of this ancient civilization. The 
 country is mountainous, but produces fruits and furnishes grazing land. 
 
 XIII. Turkey. — Constantinople is the chief city and capital of the 
 worst governed country of Europe. It is an excellent seaport and the 
 site of numerous mosques. The Turks are principally ^rohamiiKMlaiis and 
 dislike the Christians very much. Roumania, Servia, Bulgaria, Monte- 
 negro and Greece have all rebelled against Turkey and formed separate 
 governments. Farming, herding and fruit raising are all. important in 
 these countries. 
 
 XIX. ASIA. 
 
 Physical Geography.— Numerous peninsulas and islands abound along 
 the irregular coast line of this continent. The main mountain systems 
 have an east and west trend. Among the important mountains are the 
 Himalayas, the highest mountains in the world. North of these are the 
 lofty plateaus. These high mountains rob the winds of their moisture so 
 that the interior contains the large desert of Gobi. From the plateau 
 region the rivers flow to the north, south and east. The inhabitants are 
 found chiefly in the eastern and southern parts of the continent. 
 
 I. Southwestern Asia.— Palestine, the home of the Jews, has had a 
 great deal to do toward the civilization of the world. This is the birth- 
 place of Christ and the home of the Christian religion. The ancient 
 Jerusalem is still in existence. It is now a part of the Turkish Empire. 
 
 Turkey, Arabia and Persia have a very dry climate. Much of the land 
 is desert. Dates and coffee are grown here. The Arabs wander from 
 place to place in search of pasture for their flocks and herds. Many 
 beautiful shawls and rugs come from Persia and Arabia. 
 
 (75) 
 
These countries are lacking- in roads, telegraph lines and railroads of 
 civilized nations. Goods are carried by caravans. 
 
 II. Siberia.— This is a region of extensive plains crossed by large 
 rivers, but the northern portion is so cold that it is of little value. Many 
 Russian prisoners are sent here as exiles. Between the deserts in the 
 southwest and the frozen tundras of the north is a region suited to farm- 
 ing and grazing. The Trans-Siberian Railway extends completely across 
 Siberia from west to east. 
 
 III. China ajid Korea.— China has a civilization that dates back thou- 
 sands of years. Such things as gunpowder, paper, printing, porcelain 
 dishes and firecrackers were known to these people long before Europeans 
 knew of them. As a result of the custom of thinking of the past rather 
 than the future, China ceased to improve as other nations did. Of late 
 they have had an awakening and the nation has become quite changed. 
 It is no longer an empire, but a republic fashioned after our own. Canton 
 is an important city and is in the region of the silk industry. In the 
 north and west are large desert areas. The great mass of people are 
 along the "rivers and near the coast. It is an agricultural country, pro- 
 ducing wheat, rice, millet and tea, principally. 
 
 Korea is an unprogressive region which is now under the rule of Japan. 
 
 IV. Japan.— This is an island empire supporting a thrifty, progressive 
 people. The islands are mountainous and contain several volcanoes. 
 The Japanese are skillful workmen and produce many beautiful screens, 
 parasols, fans and napkins which find their way into our stores. Silk, 
 rice, tea and matting grass are the chief products. The chief seaport is 
 Yokohama. Tokio is one of the large cities of the world. 
 
 Y. India and Indo-China.^ India is a region of great rainfall and 
 dense vegetation for the most part. Many large rivers water the land. 
 Cotton, wheat and opium are the chief crops. Indo-China, the peninsula 
 of the far east, is an important region for the production of spices, such 
 as cinnamon and nutmegs. This region as well as India is the home of 
 wild animals, such as tigers, which are dreaded by the natives. India is 
 under the rule of the British Empire. The island of Ceylon is well known 
 for its tea. Siam is much like China in many respects. 
 
 XX. AFRICA. 
 
 The Dark Continent.— This is one of the oldest continents, yet it is the 
 least known. The desert on the north, the dense forests, the impassible 
 rivers, the fierce animals and savage inhabitants have helped to keep it 
 the ''Dark Continent." 
 
 Northern Africa.— Egypt has long been settled by the white race. The 
 greater part of it is desert, but a portion is watered by the Nile River 
 and is very productive. The mud from the overflow of the Nile keeps 
 the soil fertile. The Sahara Desert furnishes few homes for man or 
 animals. It can be crossed by camels only with difficulty. The Suez 
 
 (76) 
 
canal is in the eastern part of this region. The city of Cairo and the 
 pyramids near by are well known to travelers. 
 
 Central Africa.— This region is not well known and until a few years 
 ago had not been visited by white men. The natives are blacks. In the 
 north is the Soudan, which changes from a desert where it borders on the 
 Sahara to a dense tropical region in the south. In the latter region are 
 hardwoods and elephants. From the latter we get the ivory tusks. 
 
 South Africa.— This is somewhat developed on account of the mining 
 for gold and diamonds. Farming is carried on to quite an extent. From 
 this industry we get such products as grain, wool, hides and ostrich 
 feathers. This region has many railways and good wagon roads. 
 
 XXI. AUSTRALIA, THE EAST INDIES, PHILIPPINES, AND THE 
 OTHER ISLANDS OF THE PACIFIC. 
 
 I. Australia.— This is the smallest continent, being about the size of 
 the United States. It is under the rule of Great Britain. The main 
 portion of this continent is a low plateau with a mountainous border, 
 having the chief mountain range on the eastern border. These mountains 
 rob the winds of their moisture and make the greater part of the interior 
 a desert. Many of the rivers dry up before reaching the ocean. The 
 animals of this region are peculiar and unlike those of any other continent. 
 Among them may be mentioned the kangaroo and the duckbill. The wild 
 animals are of little commercial use. Sheep raising is the leading indus- 
 try, while cattle, wheat, corn and fruits are also produced. Gold is an 
 important mineral product. Melbourne is the largest city. The raw 
 products go mainly to England. Tasmania and New Zealand are islands 
 near Australia belonging to Great Britain. Their people and products 
 are similar to those of Australia. 
 
 II. The East Indies.— The large number of islands between Asia and 
 Australia are the crests of mountains sticking above the Avater. Java, 
 one of the larger islands, produces fine coffee. Spices, sugar, valuable 
 woods of various kinds and precious stones are obtained from these 
 islands. These islands contain many active volcanoes. The natives are 
 only partly civilized in most cases, and in many places they are reported 
 to be cannibals. 
 
 III. The Philippine Islands.— Lying between the Japanese islands and 
 the East Indies are the mountainous Philippines. They are now under 
 the control of the United States. Schools have been established and 
 everything possible has been done to make things better for the people 
 there. Manila is the principal city. It is now a clean, well kept city, 
 and contains relics of the Spanish occupancy. Valuable woods, minerals, 
 sugar, hemp and tobacco are obtained from these islands. In some of 
 these islands are people who are still savages. 
 
 IV. Islands of the Pacific— There are thousands of islands in the 
 various parts of the Pacific Ocean, among which we may mention the 
 Fiji, Samoan, New Guinea and the Hawaiian islands. The Hawaiian 
 
 (77) 
 
islands, a territory of the United States, are of volcanic origin and produce 
 quantities of sugar and tropical fruits, on account of their warm clima.te. 
 Honolulu is the chief city and capital. Kilauea is an active volcano 
 visited by manj- tourists. 
 
 XXII. CALIFORNIA SUPPLEMENT. 
 
 Extent.— Ours is the second largest state in the Union. 
 
 Relief.— Death Valley is, in places, 263 feet below sea level, while Mt. 
 Shasta and Mt. Whitney are over 14,000 feet above sea level. The Great 
 Valley lies between the Coast Range on the west and the Sierra Nevada 
 and Cascade Mountains on the east. The northern portion of the valley 
 is called the Sacramento Valley and the southern portion is called the 
 San Joaquin Valley. Many smaller valleys are found in the mountains 
 and along the coast. Among the most important of these are the Russian 
 River. Napa, Santa Clara, Salinas valleys and the plains of Los Angeles. 
 The Yosemite is important for its scenery. San Francisco Bay is one of 
 the best harbors in the world. San Diego Bay and Humboldt Bay form 
 good harbors. 
 
 Drainage. — The Sacramento and the San Joaquin are the most impor- 
 tant rivers. They drain the Great Valley, then unite and flow through 
 the Carquinez Straits into the San Francisco Bay. These rivers are 
 navigable for some distance inland. Other rivers of importance are the 
 Russian, the Eel, the Klamath, and many rivers of the Sierras which are 
 tributaries of the Sacramento-San Joaquin system. Most of these streams 
 furnish water for power and for irrigation purposes. Lake Tahoe is an 
 important summer resort. 
 
 Climate.— We have all the climates represented in North America, from 
 the hot deserts to the cold mountain tops. Ordinarily we are free from 
 extreme cold in winter and excessive heat in the summer. The winds 
 from the ocean temper the climate so that the two seasons are the wet and 
 the dry, or winter and summer. The storms come from the west, conse- 
 quently the western slope of the mountains gets the greatest amount of 
 moisture. North of San Francisco the rainfall is quite heavy, but south 
 of there it is much lighter. In the high mountains they have snow in the 
 winter instead of rain. 
 
 Industrial Development.— At first the chief products of California were 
 cattle, grapes, figs and grain in sufficient quantity to supply the local 
 demands. With the rapid settlement due to the discovery of gold, things 
 changed by the building of railroads and the establishing of steamship 
 lines so that agriculture became of great importance. 
 
 Agriculture.— In the great interior and some of the smaller valleys 
 grain is the important product. All cereals are grown to some extent. 
 Potatoes, asparagus, beans, onions and truck gardening are important on 
 the delta lands. Sugar beets are an important product. 
 
 Fruit Raising.— Beginning at the time of the completion of the overland 
 railroad, fruit growing has gradually increased in importance until at the 
 
 (78) 
 
present time ours is the leading state in the fruit production. Fruits of 
 nearly all common kinds are grown here. We produce nearly all of the 
 oranges, figs and over half of the peaches grown in the United States. 
 Prunes are an extremely important crop in different parts of the state. 
 
 Stock Raising.— At one time large herds of cattle roamed almost at will 
 over the state, but now each farm has a few. Not many large herds 
 exist as before. Fine horses and mules are raised in parts of California. 
 Sheep, hogs, poultry and their products are valuable industries in various 
 sections of the state. Ostrich feathers are produced near Los Angeles, 
 San Jose, and Sacramento. 
 
 Manufacturing.— With the discovery of petroleum and the establishing 
 of electric power plants in California, manufacturing is becoming more 
 and more important. The manufactures include those dependent upon 
 agriculture, such as flour, canned fruits, lumber and ships. 
 
 Mining.— From the discovery of gold in 1848, gold mining in California 
 has become more and more important. It is found mostly in the Sierras. 
 Silver is also found in paying quantities. Copper, quicksilver and other 
 important minerals are found in different parts of the State. Petroleum 
 has assumed great importance. 
 
 Lumbering.— In those portions of the mountains where there is an 
 abundance of rainfall there are fine forests of such trees as pine, fir, 
 spruce, redwood, cedar, and the giant sequoia. From Oregon to near 
 Santa Cruz the redwood is found. The pine is the chief lumber tree of 
 the Sierras. Sawmills are busily engaged in turning these trees into 
 lumber. 
 
 Fisheries. — Many valuable food fishes are found in California fresh and 
 salt waters. Some of these are natives and others have been supplied 
 by the government. Several varieties of shell fish are also obtained. 
 Salmon are caught in the fresh and the salt water. 
 
 Commerce. — California is connected with the East by means of railroads 
 and Avith the outside world by steamship lines. On the former we ship 
 large quantities of fruit, vegetables, wool, sugar and nuts. By ships we 
 send cotton, barley and fruits, and receive silk, tea, coffee, rice, sugar 
 and coal. 
 
 Cities. — San Francisco is the largest city and the chief seaport in Cali- 
 fornia. In its shipyards some of the great battleships of our navy have 
 been built. It manufactures various articles, among which may be men- 
 tioned mining machinery, refined sugar and flour. It has many points 
 of interest, among which may be mentioned the Cliff House, the Golden 
 Gate Park and the Ferry Building. 
 
 Los Angeles is second in size and importance and is the center of the 
 great orange industry. It is a favorite resort for tourists on account of 
 the mild climate and beautiful surroundings. 
 
 Oakland, being near San Francisco, is the home of many of the business 
 men of the latter city. It is an important commercial city. 
 
 (79) 
 
Sacramento is the capital and an important railroad center and shipping- 
 point for fruits and grain. 
 
 San Jose is in the fruit belt of the Santa Clara Vallej^. 
 
 San Diego is located on one of the best harbors in southern California, 
 It is an important shipping center and winter resort. 
 
 Stockton, at the head of tidewater navigation of the San Joaquin, is 
 the center of important truck gardening and other agricultural industries. 
 
 Alameda is chiefly a residence district. 
 
 Berkeley is the seat of the University of California. 
 
 Fresno is the center of the raisin industry. 
 
 Amon'g the pleasure resorts of note are Santa Barbara, Santa Cruz and 
 Pasadena. 
 
 Riverside and San Bernardino are in the southern orange belt. 
 
 Vallejo and Eureka are centers of important industries. 
 
 (80) 
 
APPENDIX. 
 
 How TO Make Touch Taper. 
 
 Take about a teaspoonful of potassium nitrate (saltpetre) or sodium 
 nitrate (Chile saltpetre), add about four tablespoonfuls of water and stir 
 till the greater part of the solid is dissolved. Dip into this pieces of 
 blotting paper, or any common unsized paper, and as soon as it is 
 thoroughly soaked with the liquid, remove it from the dish and place 
 where it will dry. When thoroughly dry it should be cut into strips 
 about half an inch wide and about two or three inches long. It is now 
 ready for use and when lighted it burns slowly and produces a dense 
 white smoke. 
 
 How TO Make a Paper Windmill. 
 
 Cut out a piece of paper (scratch paper works well) about five or six 
 inches square. Make two lines diagonally across the center connecting 
 opposite corners. Following around the border, number on each side of 
 the points where the diagonal lines cut the corners of the square consecu- 
 tively 1, 2, 3, 4, 5, 6, 7, 8. With a sharp knife or a pair of scissors, cut 
 along the diagonal lines to within about a half an inch of the point where 
 the two lines cross (or the center of the paper). You now have eight 
 corners instead of four. Taking every other corner, i. e., numbers 1, 3, 
 ,5, 7, bend them over to the center (but do not crease them) and pass a pin 
 through them near the point of the strips and through the center of the 
 paper (where the lines intersect). Now drive the pin into a small stick 
 and the windmill is complete. Blow against it and see that it works 
 easily. 
 
 Elementary Study of Weather Maps. 
 
 Men have watched the storms as they occur at different places in the 
 United States and have found that they come in from the Pacific Ocean 
 and travel eastward. In order that we may know where the storms are 
 and when another may come, when it is going to freeze, and such facts, the 
 United States Weather Bureau has been established. They print outline 
 maps of the United States and locate the storms on them so that we can see 
 at a glance where the storm is. The center of the storm is marked 
 ''LOW." (The teacher should have a map for each pupil or enough so 
 that all can look at weather maps. The daily weather maps can be obtained 
 from the United States Weather Bureau at San Francisco, for the asking.) 
 Look at your maps and find a storm center. Sometimes it may be raining, 
 snowing, or just cloudy and windy at the storm center. The wind always 
 blows toward the "LOW." Notice some small circles with arrows point- 
 ing away from them. They usually point toward the "LOW." Inside 
 of the circle you will notice certain letters which are explained in the lower 
 left-hand corner of the map. Look at the arrow-circles near the "LOW" 
 
 6 GEOG. (81) 
 
on your map. What do you find inside of the circle? Beside the circle 
 you will notice some figures. These are also explained in the lovver left- 
 hand corner of the map. How fast is the wind blowing near the "LOW?'* 
 How much rain has fallen? How warm or how cold has it been? Below 
 the map on the left you will note what the ' ' weather man ' ' has to say about 
 the weather for the day following. Keep track of the weather from day 
 to day and make a record as suggested at the bottom of page 85 of the State 
 Series Introductory Geography. 
 
 Teachers' Eeferences. — Tarr, New Physical Geography, pp. 426-427. 
 Fairbanks, Practical Physiography, pp. 487-496. 
 
 Any other good book on Physical Geography will give the information 
 desired. 
 
 (82) 
 
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